Enhancing Professional Practice Introduction to the Framework for

Enhancing Professional Practice Introduction to the Framework for Teaching 2 20130809

Outcomes An introduction to the Danielson Framework as a tool for examining and improving teaching practice • Understand the structure and the language of the Framework for Teaching • Know the domains and components of the Framework for Teaching • Identify the essential characteristics of each of the Framework’s levels of performance 20130809

Agenda • • • Review the Smart Card Domain Quiz Intro to Levels of Performance Video by Charlotte Danielson Levels of Performance Closing 20130809

Norms Equity of voice Attentive listening Safety to share different perspectives Commitment to the work Appropriate use of technology 20130809

Domain 1 Planning and Preparation Domain 2 Classroom Environment 1 a 1 b 1 c 1 d 1 e 1 f 2 a 2 b 2 c 2 d 2 e Demonstrating Knowledge of Content & Pedagogy Demonstrating Knowledge of Students Setting Instructional Outcomes Demonstrating Knowledge of Resources Designing Coherent Instruction Designing Student Assessment Creating an Environment of Respect & Rapport Creating a Culture of Learning Managing Classroom Procedures Managing Student Behavior Managing Physical Space The Danielson Framework for Teaching Domain 4 Professional Responsibilities Domain 3 Instruction 4 a 4 b 4 c 4 d 4 e 4 f 3 a 3 b 3 c 3 d 3 e Reflecting on Teaching Maintaining Accurate Records Communicating with Families Participating in a Professional Community Growing and Developing Professionally Showing Professionalism Communicating with Students Using Questioning and Discussion Techniques Engaging Students in Learning Using Assessment in Instruction Demonstrating Flexibility & Responsiveness 20130809

The Domain Quiz DOMAIN 1 Planning and Preparation DOMAIN 2 The Classroom Environment DOMAIN 4 Professional Responsibilities DOMAIN 3 Instruction 20130809

Levels of Performance 20130809

Video Clip: Levels of Performance 20130809

Levels of Performance • • • Read through the rubrics at your assigned Level of Performance Identify and highlight key words and phrases that capture the essence of the level of performance for each component and record key words on the last page of the handout Compare and share your notes in your group in this order: Proficient, Basic, Unsatisfactory, Distinguished Record keywords from all levels in your packet Be prepared to share keywords from your assigned level of performance in the large group Handout pages 8 -16 20130809

Levels of Performance UNSATISFACTORY BASIC PROFICIENT DISTINGUISHED Lack of Unsafe Harmful Unclear Unaware Poor Unsuitable Inconsistent Partial General Attempts Awareness Moderate Minimal Whole class Consistent Frequent Successful Appropriate Clear Positive Smooth Group Solid Seamless Subtle Skillful Preventative Leadership Students Individual TEACHER DIRECTED SUCCESS STUDENT DIRECTED SUCCESS 20130809

Closing – One “ah-ha” for the day 20130809