The Framework for Teaching

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The Framework for Teaching

• Introduction to the Concepts
• Charlotte Danielson
• charlotte_danielson_at_hotmail.com
• Lynn Sawyer
• Lsawyer50_at_aol.com

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I know it seems crazy when everyone else in
the world wants to be a film director, but for
me, teaching is one of the few heroic jobs left.
All the biggest miracles take place in
classrooms. Nothing happens without
teachers. Stephen Frears British film
director
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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 good if
  I had a child this age, this is the class I would
  hope for.

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The Domains

• Domain 1 Planning and Preparation
• Domain 2 The Classroom Environment
• Domain 3 Instruction
• Domain 4 Professional Responsibilities

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The Framework for TeachingSecond Edition

• Domain 4 Professional Responsibilities
• Reflecting on Teaching
• Maintaining Accurate Records
• Communicating with Families
• Participating in a Professional Community
• Growing and Developing Professionally
• Showing Professionalism

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Common Themes

• Equity
• Cultural sensitivity
• High expectations
• Developmental appropriateness
• Accommodating individual needs
• Appropriate use of technology
• Student Assumption of responsibility

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A Memorable Teacher

• Consider your long life as a student. Recall an
  occasion (or a pattern of occasions) that you
  still remember. The memory can be either
  positive or negative.
• What makes this so memorable?

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The Domains

• Domain 1 Planning and Preparation
• Domain 2 The Classroom Environment
• Domain 3 Instruction
• Domain 4 Professional Responsibilities

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School Memories
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School Memories
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A Quote from Anna Quindlan

• People will forget what you said. People will
  forget what you did. But they will never forget
  how you made them feel
• Commencement Address, 2002

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Domain 2The Classroom Environment2a Creating
an Environment of Respect and Rapport
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Domain 2

• 2a Respect and rapport p. 64
• 2b Culture for learning p. 67
• 2c Classroom procedures p. 68
• 2d Student behavior p. 71
• 2e Physical space p. 73

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Domain 2The Classroom Environment2a Creating
an Environment of Respect and Rapport
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Domain 2 Activity(part one)

• For the component you have been assigned
• Read the narrative description
• Read the levels of performance determine the
  critical differences between the different levels
  if possible, highlight key words
• Determine a context for your thinking (for
  example high school science)
• Create examples of practice for each level of
  performance, bearing in mind the common themes.

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Domain 2 Activity(part two)

• In your new group
• Explain the important ideas in the component you
  investigated
• Describe the examples generated in your previous
  group.
• If desired, write examples from others on the
  next worksheet

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Levels of Performance

• Unsatisfactory
• Basic
• Proficient
• Distinguished

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Reflection on the Levels of Performance

• How can you use the levels of performance in your
  own work?
• What reservations do you have regarding the
  levels of performance?
• What question(s) do you have about the levels of
  performance?

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Signers of the Declaration of Independence

• When you look at the list of the signers of the
  declaration of independence, what questions come
  to mind?
• Select one of your questions , or another
  question you have heard from a participant, that
  can be answered by the information on the chart
  alone.
• With your group, answer the question and create a
  method to present the investigation to the larger
  group.

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Engaging Activities and Assignments

• Emphasize problem-based learning
• Permit student choice and initiative
• Encourage depth rather than breadth
• Require student thinking
• Offer multiple levels of challenge
• Designed to be relevant and authentic

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US History Outcomes

• Know the events of the Pre-Revolutionary War
  period
• Analyze data regarding the signers
• Appreciate the perspectives of different groups
  involved in the convention
• Work cooperatively with others
• Write a well-organized essay with findings
• Illustrate results through visual representation

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Types of Curriculum Outcomes

• Knowledge- factual- procedural- conceptual
  understanding
• Skills- thinking, reasoning- communication
  (reading, writing, etc.)- motor- collaboration
• Values and dispositions, e.g.- open-mindedness,
  fairness

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Domain 1

• 1a Knowledge of content p. 44
• 1b Knowledge of students p. 46
• 1c Setting instructional outcomes p. 51
• 1d Knowledge of resources p. 53
• 1e Designing coherent instruction p. 55
• 1f Designing student assessments p. 59

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Words from Justice Leland DeGrasse, 2001

• A capable and productive citizen doesnt simply
  turn up for jury service. Rather, she is capable
  of serving impartially on trials that may require
  learning unfamiliar facts and concepts and new
  ways to communicate and reach decisions with her
  fellow jurorsJurors may be called on to decide
  complex matters that require the verbal,
  reasoning, math, science, and socialization
  skills that should be imparted in public schools.
  Jurors today must determine questions of fact
  concerning DNA evidence, statistical analyses,
  and convoluted financial fraud, to name only
  three topics.

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Domain 1(for mentors or supervisors)

• For the component you have been assigned, read
  the text, and determine how the skills advance
  from one level to the next.
• Next, consider how you would know where a
  teacher is now. What artifacts or other work
  would you look at?
• Lastly, how might you help a teacher move to the
  next higher level? What would you suggest?

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Domain 3

• 3a Communicating with students p. 77
• 3b Questioning and discussion p. 79
• 3c Student engagement p. 82
• 3d Using assessment in instruction p. 86
• 3e Flexibility and responsiveness p. 88

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3-2-1 Domain 3

• In your table group, for the component you have
  selected or been assigned, complete the 3-2-1
  worksheet.
• Designate one person as a spokesperson
• Report to the large group the three big ideas
  about the component, and pose your question.

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Domain 4

• In your table group, consider each of the
  components in domain 4.
• Determine the extent to which each component is
  important in your setting
• Lastly, determine how teachers can demonstrate
  their skill in the component.

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The Framework for TeachingSecond Edition

• Domain 4 Professional Responsibilities
• Reflecting on Teaching
• Maintaining Accurate Records
• Communicating with Families
• Participating in a Professional Community
• Growing and Developing Professionally
• Showing Professionalism

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Directions for the Card Sort

• In your group, determine the meaning of the
  colors.
• For each card, determine its domain, component,
  and element.
• In your new group, share the findings of the
  original group and compare to the answer key
  summon the instructor if necessary.
• Return to your original group and report on
  discrepancies between their findings and the
  answer key.

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Origins of The Framework for Teaching

• Praxis III Classroom Performance Assessments
• National Board for Professional Teaching Standards

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Features of The Framework for Teaching

• Comprehensive
• Grounded in research
• Public
• Generic
• Coherent in structure
• Independent of any particular teaching methodology

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Summary of The Framework for Teaching

• A research-based definition of good teaching
• A roadmap to, and for navigating through, the
  complex territory of teaching
• A framework for novice-level practitioners,
  through accomplished teaching

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Uses of The Framework for Teaching

• Teacher preparation
• Supervising student teachers
• Teacher recruitment and hiring
• Mentoring beginning teachers
• Structuring professional development
• Evaluating teacher performance

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Mentoring
Recruitment And Hiring
Supervision Of Student Teachers
License Renewal
Professional Development
Teacher Evaluation
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GOOD TEACHING (The Framework for Teaching)
Mentoring
Recruitment And Hiring
Supervision Of Student Teachers
License Renewal
Professional Development
Teacher Evaluation
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GOOD TEACHING (The Framework for Teaching)
Mentoring
Recruitment And Hiring
Supervision Of Student Teachers
License Renewal
Professional Development
Teacher Evaluation
38
Benefits of Any Framework for Teaching

• Common language
• Development of shared understandings
• Self-assessment and reflection on practice
• Structured professional conversation

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Overall Reflection

• An insight I had as a result of todays session
  was .
• A concern I have related to todays content is
• A question I have related to todays content is