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Teacher Orientation to the Framework for Teaching and Framework for Teaching Proficiency SystemWisconsin the Practice Side of Educator Effectiveness for TeachersPrepared by the CESA 7 Educator Effectiveness TeamJudy Sargent, Claire Wick, Fran Renn-Malcheski, Yvonne Harness and Chris Rogers

The EE System Practice Side (50% of Evaluation)2

DanielsonFramework for Teaching31. Video: Introduction to the Framework for Teaching and Proficiency System

32. Activity: Self-Reflection and Discussion 4 Reflection and DiscussionStrongly DisagreeDisagreeAgreeStrongly AgreeAs a teacher, I have had mostly positive experiences with classroom observation.There are multiple definitions of good teaching.Most colleagues in my school have shared values and assumptions about what good teaching looks like.

It is important to observe all teachersno matter what subject or grade levelagainst the same definition of good teaching.

Reflect, Turn and Talk53. Video: Framework for Teaching-Observing Classrooms

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Levels of Performance on the Framework7

The Framework for TeachingHow do you think this Framework can help you grow professionally?

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Example A look at Domain 2a:RESPECT AND RAPPORTFirst, look at the critical attributes of a Proficient Level [level 3] of respect and rapport in the classroom.Talk between teacher and students and among students is uniformly respectful.The teacher successfully responds to disrespectful behavior among students.Students participate willingly, but may be somewhat hesitant to offer their ideas in front of classmates.The teacher makes general connections with individual students.Students exhibit respect for the teacher. 9 Respect and RapportWhat is your professional opinion of these attributes of a PROFICIENT level of respect and rapport in the classroom?

Now --- lets look at Respect and Rapport more closely, by examining all four levels of proficiency.10

4. Activity: Understanding the Levels of Performance Underline or highlight key words for each level.11Classroom interactions among the teacher and individual students are highly respectful, reflecting genuine warmth and caring and sensitivity to students as individuals. Students exhibit respect for the teacher and contribute to high levels of civility among all members of the class. The net result of interactions is that of connections with students as individuals.Level4Teacher-student interactions are friendly and demonstrate general caring and respect. Such interactions are appropriate to the ages of the students. Students exhibit respectfor the teacher. Interactions among students are generally polite and respectful. The teacher responds successfully to disrespectful behavior among students. The net result of the interactions is polite and respectful, but business-like.Patterns of classroom interactions, both between the teacher and students and among students, are generally appropriate but may reflect occasional inconsistencies, favoritism, and disregard for students ages, cultures, and developmental levels. Students rarely demonstrate disrespect for one another. The teacher attempts to respond to disrespectful behavior, with uneven results. The net result of the interactions is neutral: conveying neither warmth nor conflict.Patterns of classroom interactions, both between the teacher and students and among students, are mostly negative, inappropriate, or insensitive to students ages, cultural backgrounds, and developmental levels. Interactions are characterized by sarcasm, put-downs, or conflict. The teacher does not deal with disrespectful behavior.Level3Level2Level1Classroom interactions among the teacher and individual students are highly respectful, reflecting genuine warmth and caring and sensitivity to students as individuals. Students exhibit respect for the teacher and contribute to high levels of civility among all members of the class. The net result of interactions is that of connections with students as individuals.4. Activity: Understanding the Levels of Performance View key words differentiating levels.12Level4Level3Level2Level1Teacher-student interactions are friendly and demonstrate general caring and respect. Such interactions are appropriate to the ages of the students. Students exhibit respectfor the teacher. Interactions among students are generally polite and respectful. The teacher responds successfully to disrespectful behavior among students. The net result of the interactions is polite and respectful, but business-like.Patterns of classroom interactions, both between the teacher and students and among students, are generally appropriate but may reflect occasional inconsistencies, favoritism, and disregard for students ages, cultures, and developmental levels. Students rarely demonstrate disrespect for one another. The teacher attempts to respond to disrespectful behavior, with uneven results. The net result of the interactions is neutral: conveying neither warmth nor conflict.Patterns of classroom interactions, both between the teacher and students and among students, are mostly negative, inappropriate, or insensitive to students ages, cultural backgrounds, and developmental levels. Interactions are characterized by sarcasm, put-downs, or conflict. The teacher does not deal with disrespectful behavior.Classroom Video Observe Respect and RapportShow Teachscape Focus Training Video (ELA 1st grade 1A)Teachscape Login

What level did you observe?13

Teacher Evaluation using the FrameworkVideo Clip http://www.youtube.com/watch?v=jR1Kr8BfwB8 14

Principals must be Trained and Certified Rigorous online training of all principal/evaluatorsTraining involves watching videos of teachers teaching and observing for certain elements from the FrameworkPassing online assessments is required for certification15How does principal certification help the evaluation process?

Turn and Talk

165. Video: The Proficiency System with Trained Observers

The EE System Practice Side (50% of Evaluation)17

DanielsonFramework for Teaching8. Activity: Session Reflection18An insight I had as a result of todays session is

Concepts from this session that are most applicable to my teaching practice are

A question I have related to todays session is