Implementation of CCLS and 2013-2013 NYCDOE Teacher Evaluation and Development System (Danielson FFT)

June 6, 2013

Instructional Leads

Maria Brown, Michelle DiBlasi, Uzma Harris

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Introducing Danielson’s Framework for Teaching

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Morning Session> Introducing Danielson’s Framework> Construct of a rubric> Identifying good practices> Underlying logic of the Framework for Teaching> Viewing videos> Low inference observations and rating evidence to rubrics

Afternoon Session> FFT and supporting students with accessing complex texts> Instructional shift of rigor in mathematics> Aligning FFT to CCLS> Standards of Mathematical Practices

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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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Interpreting Danielson’s Framework for Our School

NYCDOE | June 2013

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Part 1: Deepening our understanding of a competency

Objectives:

Participants will…

• deepen their understanding of one competency from the Framework for Teaching

• synthesize their understandings of that competency and good teaching practice by developing Possible Examples for Effective and Highly Effective performance.

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Danielson framework: Unpacking our understandings of effective teaching

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What are the contents of each Competency?

Each group has been assigned a Competency:

Before reviewing the rubric for that competency,

Stop and Jot:

Without referring to the Danielson competency rubric, how would your define your assigned competency?

3 areas of focus for 2012 - 2013

Domain 1: Planning and Preparation

1e. Designing Coherent Instruction

Domain 3: Instruction

3b. Using Questioning and Discussion Techniques

3d.Using Assessment in Instruction

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Defining competencies

Use “Key Aspects of Competencies” Worksheet

1. Share your definitions with your group—

2. Group findings: Key attributes of this competency (emerged across participant definitions and in Danielson)

3. Discussion questions:

• What are the areas of strong consensus?

• Are there significant differences in understanding that need to be resolved?

For the assigned component:

Highlight key words that show the difference between levels of practice.

e.g., some students v. all students; convergent v. open-ended

Activity: Danielson Component Exploration

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In groups

Example: Using Questioning and Discussion Techniques

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Domain 3: Instruction

Component 3b: Questioning and Discussion Techniques

Description(of each level of practice)

E.g., At a Highly Effective level, “The teacher uses a variety or series of questions or prompts to challenge students cognitively, advance high level thinking and discourse, and promote metacognition.”

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Charting Evidence for Effective Teaching Practices

COMPETENCY___________

Highly effective Effective

What would we see and hear?

What are teachers doing?

What are students doing?

• What might we see in your classroom practice, reflected in the rubric language?

• What connections do you see between the components and your work?

• What similarities and differences do you notice between your definition of the competency and Danielson’s definition?

• Why is it important to establish common competency definitions among teachers and school leaders?

• Did your group reach a common understanding of the competency in your discussion?

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Reflection

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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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Interpreting Evidence From Observations• 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…

What are low-inference notes?

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Time Teacher Actions Student Actions

Low-inference notes describe what is taking place without drawing conclusions or making judgments.

• What do you see and hear the teacher and students doing?• What evidence can you gather of student learning?• What will students know and be able to do at the end of the lesson?

Overview of Norming Protocol

1. View a classroom lesson together.

2. Participants all gather low-inference evidence—low inference data focuses on what is seen and heard and does not sum up or label those observations.

3. Guided Questions: 

What did you see or hear in this lesson?

4. Review the appropriate rubric and determine a rating supported by evidence.

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Facilitators Questions for a Norming Protocol:

•  What did you see or hear in this observation?

•  What evidence stands out?

•  Where on the Framework would you place this example of teaching?

•  Why did you rate as you did? What is the evidence?

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Probing Questions:

> Were students cognitively engaged in this lesson? What is the evidence?

> What did students do in this lesson? Was it rigorous? How do you know?

> What was the lesson’s objective and did students attain it? What is the evidence?

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If we are still not in agreement:

• Where are we differing? What is the area where we disagree most?

• Do we disagree about what the evidence is or in how we interpret the rubric?

• Does the preponderance of evidence point in one direction?

• Are we valuing different facets of instruction differently?

• Which of these has the greatest impact on student learning?

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Comparing Notes

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Time Teacher Actions Student Actions

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1:03

Teacher asked kids to stand and led them in “The Days of the Week” song.

Teacher asked “What day comes after Saturday?”

16 of the 27 kids stood up for the song.

Steven shouted out, “Monday!” Most students laughed – 2 boys physically rolled around and knocked over 2 girls. Steven walked away from the group, and sat in the opposite corner of the classroom.

Time Teacher Actions Student Actions

1:01

1:03

Teacher reviewed the days of the week.

Teacher asked the question about the days of the week.

Many students were not listening.

Steven called out over and over again

What makes the first example stronger?

Best Practices for Observation

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1. Eliminate effects of bias. Enter the classroom without judgment and work from evidence.

2. Take low-inference notes. Write down only what teacher and students say and do.

3. Look for learning. Seek evidence of what students know and are able to do.

4. Remain, review, reflect. Pause to organize your evidence before rating.

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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 notes

• interpret teacher practice aligned to the competencies

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Preparing to Observe

While you view: Take low-inference notes on the Coding sheet titled “Look-For’s”.

Take down as much as you can. We will only view the video once, as we can only view classroom practice once.

Quick review of Rubric for 3b.

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View Video of Teacher Practice

Grade 3

ELA- Book Clubs (FFT 3b – Questioning and Discussion Techniques) LO 598

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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

Reflections on Improving Practice:• Identify an effective practice that you observed:

• What evidence did you gather on this practice?• Why is it effective?• How can the teacher build on it to further student learning?• Use the rubric to identify the next steps for this teacher and

identify how she or he might get there.

• Identify an area for growth:

• What evidence did you gather on this area?• Why is it a growth area?• What can the teacher do to improve student learning?• Use the rubric to identify the next steps for this teacher in this

area and identify how she or he might get there.

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Effective Lesson Planning

3rd grade lesson plan accompanying video on ELA Book Clubs

> Alignment to FFT 3b– Questioning and Discussion Techniques and 1e- Designing Coherent Instruction

> Providing choice to students> Implications for next year> Sample lesson plan template

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ARIS Learn Overview

Modules supporting FFT and CCLS

690 Connecting the Common Core Learning Standards to the Danielson Framework for Teaching

608 Elementary Classroom Video

454 Engaging Students in Learning

607 K-2 Classroom Video

672 Use of the Danielson Framework

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A collaborative cycle of observations and feedback drives teacher growth.

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1. ObserveThe school leader gathers low-inference evidence of

teacher practice.

2. Prepare and Share Feedback

The school leader assesses practice; school leader and

teacher prioritize and determine 2-3 next steps.

3. DevelopThe teacher implements

next steps with support from the school leader.

Supporting Students in Accessing Complex Texts LO 691

Read sample text on Child Labor

Why use open-ended text based questions?

IFL Patterned Way of Reading, Writing, and Talking

Re-reading texts 4 times for different purposes

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Exploring the Instructional Shift of Rigor in Mathematics LO 688

>Major changes in math instruction required by the Common Core

>Compare two 2nd grade place value activities using the instructional shift of rigor

> Implications for math instruction

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Guiding questions

What do students need to know and be able to do in each activity?

What elements of the rigor shift do we see evidence of? What elements are missing?

In which activity do you see more evidence of the rigor shift?

How might you further incorporate the elements of the rigor shift into this activity?

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Reflection:

• As you begin / continue to plan for the 2013 – 2014 school year, what is one change that you can make in your classroom practice to address the instructional shifts in rigor?

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Connecting the CCLS and FFT: Aligning Standards of Mathematical Practice (SMP) to 3b LO 690

• Analyze Standards for Mathematical Practice

• View video

• Align evidence to FFT 3b

• Research article on fluency: using research to inform teaching practice

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Reflection:

• What new insights have you gained about questioning and discussion techniques that can advance student thinking?

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