Introduction to the Danielson Observation Framework Educator Effectiveness

Introduction to the Danielson Observation Framework Educator Effectiveness System Training

d u c a t o r E f f e c t i v e. Improved Student Outcomes n e The EES Uses Multiple Measures Hawaii Growth Model Observation / Working Portfolio

O v e r v EES Measures & Weighting Classroom Teacher St ud ent Gr ow th & Le arn ing Te ac her Pr act ice Teacher MGP Available: 1 SLO (25%) Teacher MGP (25%) No Teacher MGP but School-Wide ELA MGP Available: 1 SLOs (45%) School-wide MGP (5%) Core Professionalism with Tripod Reflection (20%) Classroom Observations (30%) Beginning/New & Non-Classroom Teachers 1 SLO or SSIO (50%) if there’s no SGP available School-Wide ELA MGP Available: 1 SLOs (50%) School-wide MGP (5%) Core Professionalism with Tripod Reflection (20%) Classroom Observations (30%)

Benefits of the Framework for Teaching and Observation Protocol Common Language Development of shared understandings Selfassessment and reflection Structured professional conversation

Observation Components 2 B: Establishing a Culture for Learning 2 D: Managing Student Behavior 3 B: Using Questioning and Discussion Techniques 3 C: Engaging Students in Learning 3 D: Using Assessment in Instruction

How are Observations rated? • The Hawai`i Adapted Framework for Teaching Rubric has been developed based on the Framework for Teaching described in Enhancing Professional Practice by Charlotte Danielson

Levels of Performance

Purposeful and Intentional Planning PROFICIENT DISTINGUISHED TEACHER DIRECTED STUDENT INITIATED

Taking a Deeper Dive -Review the appropriate component, identify and record key words that demonstrate the Proficient and Distinguished Levels of Performance for your assigned components. 2 b: Group 1 3 b: Group 4 2 b: Group 2 3 d: Group 5 3 a: Group 3 -Be prepared to share out your information. Resources: -Enhancing Professional Practice—A Framework for Teaching book -Hawaii Adapted Framework for Teaching Classroom Observation Rubric 11/1/2020

G r o w t h

Teach For Success (T 4 S) Protocol Alignment Observer: _________________ Teacher: __________________ Grade Level: ________ Subject: __________________ Classroom: _________________ Date___________ Coaching Written Walkthrough Observation Castle/Kahuku Complex Area Teach for Success Protocol Danielson Framework Objectives Communicated to All Students 2 b-Establishing a Culture for Learning ____ Displays measurable and rigorous (DOK 2 or above) objectives for the lesson Importance of content ____ Explicitly states or refers to the objectives during the lesson Expectations for learning and Teacher Actions Relate to Objectives achievement ____ Provides relevant information, vocabulary, activities, and questions Student pride in work ____ Stays focused to avoid slowdowns or digressions Evidence: ____ Displays current student work and educational content/resources Makes Learning Relevant ____ Engages students in recalling past experience and relates to new learning ____ Establishes a reason why they need to know the content or use the skill ____ Provides activities that simulate or are real-life applications of skills/content being taught Fosters a Climate of Fairness, Caring, Respect and Safety ____ Provides a safe, clean, organized and positive learning environment ____ Incorporates procedures, routines and seamless transitions ____ Provides necessary wait time for students ____ Avoids the use of put downs and sarcasm Reinforces Effort and/or Provides Specific Feedback to Students for Behavior ____ Acknowledges students for their efforts or provides reinforcement ____ Explains what students are doing that is correct ____ Explains what students are doing that is incorrect and how to correct it ____ Redirects students appropriately or students’ behavior appropriate Emphasizes Key/Academic Vocabulary ____ Displays the vocabulary from the lesson ____ Explicitly introduces, defines, reviews, and/or demonstrates vocabulary ____ Engages students to speak, write and/or demonstrate vocabulary ____ Directs students to include academic and/or domain specific vocabulary in their conversations Depth of Knowledge (DOK) Levels ____ Level 1: Recall or Reproduce ____ Level 2: Skill/Concept/Understand ____ Level 3: Strategic thinking/Justification of thought ____ Level 4: Extended Reasoning and time Questioning Techniques/Activities ____ Requires divergent thinking/answers ____ Directed to all students ____ Requires students to listen to others’ answers (group alert after all have had the opportunity to answer) Instructional Scaffolding/Differentiation ____ Explicitly explains and models the learning (“I Do”) ____ Provides teacher-led practice on the learning (“We Do”) ____ Intentional/purposeful planning evident for the teaching of ALL students ____ Plans for small group instruction for identified students ____ Student led learning at DOK Level 2 or above with appropriate teacher interaction ____ Effective use of adults in classroom during instructional time Student Engagement ____ Elicits/directs student(s) to be engaged in academic learning ____ Elicits/directs 85 percent or more at the same time ____ Makes student engagement mandatory throughout academic learning ____ Plans opportunities for student conversations in a variety of groupings Formative Assessment to Determine Instructional Needs of all Students ____ Engages all students to respond to a check for understanding ____ Checks for all students’ understanding to determine instructional needs ____ Provides praise/assistance directly related to the check for understanding ____ Engages all in self and/or peer assessing and monitoring of progress Reinforces Effort and/or Provides Specific Feedback to Students on Learning ____ Acknowledges students for their efforts or provides reinforcement ____ Explains what students are doing that is correct ____ Explains what students are doing that is incorrect and how to correct it 2 d-Managing Behavior Expectations Monitoring student behavior Response to student misbehavior Evidence: 3 b-Using Questioning/Prompts and Discussion Quality of questions Discussion techniques Student Participation Evidence 3 c-Engaging Students in Learning Activities and assignment Grouping of students Instructional materials and resources Structure and pacing Evidence: 3 d-Using Assessment criteria Monitoring of student learning Feedback to students Student self assessment Evidence:

What happens in the classroom matters!

Observation Cycle Reflect and apply new learning Post. Observation conference Evidence analysis by observer and teacher Observation initiation and planning Pre. Observation Conference Observation

Pre-Observation Conference Purpose – to give the teacher the opportunity to share his/her thinking about the lesson and the planning they have done. Outcome – to ascertain the extent to which the teacher is clear about what he/she intends for the students to learn. It is an opportunity for the observer & teacher to ask questions for clarification.

Pre-Conference Questions on PDE 3 1. What are your learning outcomes for this lesson and how do those outcomes fit into the larger sequence of learning for this class? Component 1 C-> 3 C 2. In what ways do you communicate the importance of your content and encourage students to show pride in their work? Component 1 A -> 2 B 3. What expectations for student behavior do you have and how will you monitor behavior? Component 1 B -> 2 D 4. What questions might you use in your lesson to involve your students in discussion? Component 1 E -> 3 B 5. How will you engage the students in the learning? What specifically will the students be doing? Will the students work in groups, or individually, or as a large group? What materials/resources will you be using during this lesson? Component 1 E -> 3 C 6. How will you check for understanding during instruction and how will you know whether the students have learned what you intended? Component 1 F -> 3 D

Pre-Observations Expectations • Expectations: –Pre-observation conference occurs face-to-face. –Teacher answers and submits to the administrator all the preobservation conference questions outlined in PDE 3. –Pre-observation conference must occur within a reasonable amount of time prior to the classroom observation. • Alternatives: – Pre-observation conference may occur through email, Webex, PDE 3 and/or other electronic formats. In situations where the teacher and administrator do not agree on the format, the preobservation conference will default to face-to-face. –Teacher may submit a lesson plan and/or answer an alternative set of pre-observation conference questions with approval from the administrator.

Observation http: //www. educationalimpact. com/programs/activity/Teacher. Eval_05 b_02/

Charlotte’s Analysis • Reactions? http: //www. educationalimpact. com/programs/activity/Teacher. Eval_05 c_01/

The focus is on the learning The evaluator records what the students are doing, saying, and learning.

Classroom Observation • Verbatim scripting of teacher or student comments: T - “Could one person from each table collect materials? ” • Non-Evaluative statements of observed teacher or student behavior: The teacher stands by the door, saying hello to each student as he/she enters the room. • Numeric information about time, student participation, resource use, etc. : Three students of the eighteen offered answers to all of the questions you asked during the discussion about environmental changes. • An observed aspect of the environment: The assignment is on the board for students to do while attendance is taken. 21

Observers Record Facts Which statement below is a fact? -Some students have difficulty staying engaged. -The teacher says today's activities are an extension of the math unit. Facts can take different forms: • Direct quotes T-“Could one person from each table collect the materials? ” • Observable actions -The teacher stands by the door, greeting students as they enter. • Numeric information -Three students of the 18 participate during the discussion.

Sample Script Name/ 1: 10 pm/16 students Grade Date Time Stamp Evidence 1: 15 5 -May-14 2 b 2 d 3 b 3 c 3 d Posted Objective: Students will find evidence in a text to demonstrate understanding of…. . T-Okay, so the question is, "Who wants to be a millionaire? " (five students provided a variety of responses without raising their hand) T-Why do you want to be a millionaire? Why don't you want to be a millionaire? (several students provided a variety of responses: "taxes", "money is dirty“, “I could buy whatever I wanted”) (T-explained the process of exchanging old money for new money) T- “Who has a car here? ” S- “Liz has a car” T- “Liz you have a car? ” (student responded… (inaudible) T- “I remember the day when you could buy a gallon of gas for 25 cents”.

Observation + Evidence= Rating Collected evidence is reviewed, sorted and aligned to appropriate components.

Post-Observation Conference Purpose – to engage teachers & observers in professional conversations that promote quality teaching & learning. Outcome- Teacher and observer have a professional conversation about the ratings assigned to each component, based on the rubrics. Through this dialogue, the teacher has the opportunity to determine ways to improve practice.

Post-Observation Conference http: //www. educationalimpact. com/programs/activity/Teacher. Eval_05 c_05/

Post-Observation Conference Purpose – to promote teacher reflection and therefore learning, because that’s what will influence future practice. Outcome- Teacher and administrator have a professional conversation, based on the Rubrics. Through this dialogue, the teacher has the opportunity to perhaps determine ways to improve his/her practice. Potential Structure- -Reflection -Calibration -Next steps for growth

Post-Observations Expectations • Post-observation conference must occur face-to-face. • Administrator must provide a copy of the observation notes to the teacher prior to the post-observation conference. • Administrator and teacher conduct the post-observation conference within a two-week period after conducting the classroom observation. • Administrator and teacher discuss the alignment of the evidence. • Teacher may submit artifacts to the administrator as evidence if a specific component was not observed during the scheduled observation. • Administrator selects the most appropriate performance rating. • Teacher completes the reflection questions outlined in PDE 3 after the post-observation conference.

Levels of Performance Distinguished = 4 Proficient = 3 Basic = 2 Unsatisfactory = 0

Available Resources www. castlekahukuees. weebly. com HIDOE Intranet EES Page https: //intranet. hawaiipublicschools. org/sixstrategies/ees PDE 3 https: //pde 3. k 12. hi. us EES Help Desk 586 -4072 Monday-Friday, 7: 30 -3: 30 p. m. , closed state holidays