An Introduction to Charlotte Danielsons Framework for Teaching - - PowerPoint PPT Presentation
An Introduction to Charlotte Danielsons Framework for Teaching Presented by Alison Bruno and Vito DElia September 2012 at Maplewood The Domains of the Framework Domains 2 & 3: Classroom Environment (2) & Instruction (3)
Presented by Alison Bruno and Vito D’Elia September 2012 at Maplewood
describes those aspects of teaching that are directly observable
represent the behind-the-scenes work of teaching that are
learn and to design instruction that enables the students to achieve those learning goals
(Danielson, 2011).
students including the students' knowledge and skills, as well as, their interests and cultural backgrounds (Danielson, 2011).
their teaching, their rationale for those plans, and the artifacts that the teacher creates for each activity or assignment such as instructions, worksheets, etc. (Danielson, 2011).
the discipline and an understanding of how to guide students toward the desired learning outcomes.
understanding of students' backgrounds, interests, and skills.
learning outcomes, and, where appropriate, aligned with the state's or district's curriculum standards.
with the learning outcomes and inform instruction.
Component 1a: Demonstrating Knowledge of Content & Pedagogy Component 1b: Demonstrating Knowledge of Students Component 1c: Setting Instructional Outcomes Component 1d: Demonstrating Knowledge of Resources Component 1e: Designing Coherent Instruction Component 1f: Designing Student Assessments
which students feel free to take intellectual risks(Danielson, 2011).
routines and procedures are efficient, and student behavior is cooperative so that the work in the classroom is focused on learning (Danielson, 2011).
demonstrate care for their students have high expectations for everyone's learning
students with the content—the implementation of the plans designed in domain 1 (Danielson, 2011).
students to participate in a community of learners developing a deep understanding of complex concepts (Danielson, 2011).
through:
and extend student understanding
from other parts of the curriculum into their explanations
adaptations
The components in domain 4 identify professional skills and
These activities include professional growth, participation in a
Teachers undertake on their own for the benefit of their students
Like other professionals, when teachers participate in a community
Serve students' interests and those of the larger
Are in frequent contact, as appropriate, with the
Are active in professional organizations, in the school,
Go beyond the technical requirements of their jobs and
Component 4a: Reflecting on Teaching Component 4b: Maintaining Accurate Records Component 4c: Communicating with Families Component 4d: Participating in a Professional Community Component 4e: Growing and Developing Professionally Component 4f: Showing Professionalism
are reflected in the manner in which teachers do that work.
the Framework and are manifested in the highest levels of practice.
To further enhance clarity and shared understanding around
The rubrics may be used as a road map for novices, as a guide
In each component rubric, the levels of performance are
PATTERN DESCRIPT PTION
A level of performance 4 demonstrates highly successful implementation of the different elements of the component. In addition, there is also evidence that the classroom operates as a community of learners with highly motivated and engaged students who assume considerable responsibility for their own learning and for the functioning of the classroom. A classroom at this level appears to be running itself.
EXAMPLE
2c: Managing Classroom Procedures Instructional time is maximized due to efficient classroom routines and procedures. Students assist in carrying out the procedures. 3b: Using Questioning/ Prompts and Discussion Techniques Teacher uses a variety or series of questions or prompts to challenge students cognitively, advance high- level thinking and discourse, and promote meta-cognition. Students themselves frame higher-level questions.
PATTERN DESCRIPTON A level of performance 3 displays successful implementation of the different elements of the instructional element. EXAMPLE
2c: Managing Classroom Procedures There is little loss of instructional time due to effective classroom routines and procedures. 3b: Using Questioning/ Prompts and Discussion Techniques While the teacher may use some low-level questions to scaffold instruction, he or she poses questions to students that are designed to promote student thinking and understanding.
PATTERN DESCRIPTON A level of performance 2 demonstrates an understanding of the concepts underlying the component. There is evidence of attempts to implement its elements, but the implementation is sporadic, intermittent, or
successful. EXAMPLE
2c: Managing Classroom Procedures Some instructional time is lost due to only partially effective classroom routines and procedures. 3b: Using Questioning/ Prompts and Discussion Techniques Teacher's questions lead students through a single path of inquiry, with answers seemingly determined in advance.
PATTERN DESCRIPTON A level of performance 1 does not demonstrate understanding of the rudimentary skills inherent in the component. EXAMPLE
2c: Managing Classroom Procedures Much instructional time is lost due to inefficient classroom routines and procedures. 3b: Using Questioning/ Prompts and Discussion Techniques Teacher's questions are of low cognitive challenge, have single correct responses, and are asked in rapid succession.
good teaching practice and a common language for discussions about teaching.
in the classroom of the four domains.
what you see or your opinion about it.
including body language (e.g., teacher walking around the classroom, students waving their hands in the air to be recognized, students slumping in their chairs, students putting their heads on their desks).