Enhancing Professional Practice

A Framework for Teaching

Based on the work of
Charlotte Danielson, 2007

DAY 1
Charlotte Danielson Training

This workshop is not
about the teacher; it is
about effective
teaching.
Teacher Quality
...is the single most important
factor in a students
achievement.
Linda Darling Hammond
Envisioning Quality Practice

What might you observe in the classroom where
truly high quality teaching was happening?

What might the teacher/students be saying
and/or doing?

Please discuss what you might observe with your
group and be prepared to share with all of us.
We Have to be Good but,
How good is good enough?

Good enough at what?

How do we know?

Who decides?
(activity)


Table Discussion/Share
Discuss your question; generate
three (3) key points.
Be prepared to share your
thinking with the community.
Determine how your group will
share (one reporter or shared
reporters).
How good is good enough?
Jim Collins, in his book Good to Great,
states that the ENEMY of GREAT is GOOD.
Accepting good is to settle.

We should be in pursuit of greatness this
Danielson framework is the rubric to get
there.
Good enough at what?
Research states that an overriding
factor in a students achievement is
the teachers ability to provide
meaningful FEEDBACK.
How do we know?

How a student speaks (vocabulary)
and writes
The students ability to critically
analyze text, a math problem, a
science or social issue,
Who decides?

Benefactor Bill and Melinda Gates, Mark Zuckerberg

Governor Christie

The Community

People who are not EDUCATORS

Teacher Quality Graph- Sanders
Read the narrative accompanying
figure 1.1 and discuss with partner.
Now analyze figure 1.2 and discuss its
findings.
What does this data tell us about
quality teaching?
Its the effective teacher who makes
the difference.
Good, better, best--
never let it rest till your
good is better and your
better is best.
Goals At the end of these sessions,
you will know and be able to:
Communicate the structure of the
Framework for Teaching.
Determine the domain of classroom
examples.
Indicate words which best describe
practice for each Level of Performance.
Understand the use of the Framework for
Teaching in your setting.
A Memorable Teacher
Consider your years as a high school
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?
Please share this memory with a
partner.
A Quote from Maya Angelou
People will forget what you
said. People will forget what
you did. But they will never
forget how you make them
feel.

Commencement Address, 2002
The Wisdom of Practice
Think of a lesson in your classroom where
there was truly high quality teaching.

What might the teacher be saying and/or
doing?
What might the students be saying
and/or doing?

Write examples on 4 separate post-it
notes, one example per post-it.
Does anyone know what Danielsons
domains are named?

How many are there?
The Domains
Domain 1: Planning and Preparation
Winging it is for the birds; we must plan.
Domain 2: The Classroom Environment
Chaos is good in science theory but not in classroom behavior.
Domain 3: Instruction
Song?
Domain 4: Professional Responsibilities
How does a teacher reflect professionalism in the eyes of colleagues?

DAY 2
Enhancing Professional Practice
A Framework for Teaching

Based on the work of
Charlotte Danielson, 2007

Identifying the Domains
Read each statement.

Place the number of the domain that
you think is represented by the
statement. (individual)

Compare your paper w/ a partner.
Domain 4: Professional Responsibilities
Reflecting on Teaching
Maintaining Accurate Records
Communicating with Families
Participating in a Professional
Community
Growing and Developing Professionally
Showing Professionalism
Domain 3: Instruction
Communicating with Students
Using Questioning and Discussion
Techniques
Engaging Students in Learning
Using Assessment in Instruction
Demonstrating Flexibility and
Responsiveness
Domain 1: Planning and Preparation
Demonstrating Knowledge of Content
and Pedagogy
Demonstrating Knowledge of Students
Selecting Instructional Outcomes
Demonstrating Knowledge of Resources
Designing Coherent Instruction
Designing Student Assessment
Domain 2: The Classroom Environment
Creating an Environment of Respect
and Rapport
Establishing a Culture for Learning
Managing Classroom Procedures
Managing Student Behavior
Organizing Physical Space
2.4
A Framework for Teaching:
Components of Professional Practice
Consider
Which domain is of particular
importance to new teachers?
Why?

Which domain is the most
important domain? Why?
Domain 3 is the HEART of the
framework!
Observation Process
Domains 2 and 3 - observable
domains (on stage).
Capture what teacher/students
say/do; note artifacts; note time.


Domain 1 pre-conference/planning
Domain 4 post-conference/reflection
(back stage)
Domain 3 works well when
Domain 1 is well planned!
Can we separated activities from
objectives?
Observation Process







The components will be the
statements on your written
evaluations.
Elements are helpful for
planning and discussing the
Framework for Teaching with
colleagues or evaluators. These
will not be evaluated.
Lets Review
What are the overarching categories in
the Danielson model?
Domains
What are the key concepts regarding
each domain?
Components
What are the most specific points for
planning and reflecting on lessons?
Elements
The Framework for Teaching is
a rubric!
In your groups, discuss :
Do you use rubrics in your classroom?
Why or why not?

What are the benefits?
Are there any negatives?
The Danielson Framework
Charlotte Danielson devised rubrics for
the act of teaching based on her
domains and components.

The Framework for Teaching model
was created as a How To guide for
becoming an effective teacher.

It was later modified to become an
evaluation model.
Levels of Performance
Unsatisfactory doing harm ineffective

Basic knowledge and skills, inconsistent partially effective
performance due to lack of experience

Proficient successful, professional, effective effective
teaching

Distinguished community of learners; student highly effective
assumption of responsibility
4 Corners Activity
On the chart paper which is hung in the
four corners of the room, discuss words
or phrases that can be associated with
the assigned performance level.

With your new group, carousel around
the room and record the words and
phrases for each performance level
indicator so you have them as a
reference.
Observation Process





This is not a Gotcha model; it is a
Growth model.


Remember
Reflections:

For each domain, what are your
strengths and where are your
growth opportunities. Record your
responses on the charts provided.

No sharing necessary, please make this
reflective and meaningful for you.