Implementing the Framework for Teaching With Fidelity Dr. Gregory - - PowerPoint PPT Presentation

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Implementing the Framework for Teaching With Fidelity Dr. Gregory - - PowerPoint PPT Presentation

Nov 04, 2023 312 likes •935 views

Implementing the Framework for Teaching With Fidelity Dr. Gregory Betts and Mrs. Susan Presler This session belongs to you, and its success rests with your active participation. Keep an open mind and ask questions to encourage meaningful

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Implementing the Framework for Teaching With Fidelity

  • Dr. Gregory Betts and Mrs. Susan Presler
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This session belongs to you, and its success rests with your active participation. Keep an

  • pen mind and ask questions to encourage meaningful dialogue, discussion and active
  • listening. Meaningful dialogue, discussion and active listening are intentional acts and

necessary for our collective responsibility of student learning. As a professional community we make a positive difference in the lives of students, collective ef?icacy, collaborative culture, communal effective teaching practices, relational trust and ongoing assessment and feedback. WORKING AGREEMENTS:

  • Demonstrate Mutual Respect: Be hard on ideas and soft on people. Presume

positive intentions. Make your reasoning explicit, reveal your assumptions, state conclusions, and explain how you came to those conclusions.

  • Employ Skillful Listening (Inquiry/Advocacy): Seek first to understand, (Pause,

Paraphrase, Pose a Question) and then to be understood.

  • Develop Sufficient Consensus: Work to understand all views, dialogue and create a

free flow of ideas. All participants contribute resources, opinions, feelings and ideas before sharing in the final decision.

  • Be Present: Pay attention to self and others. Eliminate personal distractions and

participate (power down/put away). When group members seem disengaged, check in with them by asking what they are thinking or feeling. THANK YOU IN ADVANCE FOR YOUR PARTICIPATION, PASSION & POSITIVITY!

www.westside66.org
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Gregory Betts Ed.D @bettsgregory betts.gregory@westside66.net Susan Presler @SuePresler susanpresler57@gmail.com

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AGENDA

  • Welcome
  • Framework Overview
  • Implementation Plan

Steps

  • Westside Community

School’s Story and Plan

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GOAL

  • Understand the Framework for

Teaching

  • Identify essential

characteristics for implementing the Framework for Teaching

  • Create an implementation plan
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Why Assess Teacher Effectiveness?

  • Ensure Teacher

Quality

  • Promote

Professional Learning

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OVERVIEW

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SLIDE 9 20130630 Charlotte Danielson’s FRAMEWORK FOR TEACHING DOMAIN 1: Planning and Preparation 1a Demonstrating Knowledge of Content and Pedagogy
  • Content knowledge • Prerequisite relationships • Content pedagogy
1b Demonstrating Knowledge of Students
  • Child development • Learning process • Special needs
  • Student skills, knowledge, and profjciency • Interests and cultural heritage
1c Setting Instructional Outcomes
  • Value, sequence, and alignment • Clarity • Balance
  • Suitability for diverse learners
1d Demonstrating Knowledge of Resources
  • For classroom • To extend content knowledge • For students
1e Designing Coherent Instruction
  • Learning activities • Instructional materials and resources
  • Instructional groups • Lesson and unit structure
1f Designing Student Assessments
  • Congruence with outcomes • Criteria and standards
  • Formative assessments • Use for planning
DOMAIN 4: Professional Responsibilities 4a Refmecting on Teaching
  • Accuracy • Use in future teaching
4b Maintaining Accurate Records
  • Student completion of assignments • Student progress in learning
  • Non-instructional records
4c Communicating with Families
  • About instructional program • About individual students
  • Engagement of families in instructional program
4d Participating in a Professional Community
  • Relationships with colleagues • Participation in school projects
  • Involvement in culture of professional inquiry • Service to school
4e Growing and Developing Professionally
  • Enhancement of content knowledge / pedagogical skill
  • Receptivity to feedback from colleagues • Service to the profession
4f Showing Professionalism
  • Integrity/ethical conduct • Service to students • Advocacy
  • Decision-making • Compliance with school/district regulation
DOMAIN 2: The Classroom Environment 2a Creating an Environment of Respect and Rapport
  • Teacher interaction with students
  • Student interaction with students
2b Establishing a Culture for Learning
  • Importance of content
  • Expectations for learning and achievement • Student pride in work
2c Managing Classroom Procedures
  • Instructional groups • Transitions • Materials and supplies
  • Non-instructional duties
  • Supervision of volunteers and paraprofessionals
2d Managing Student Behavior
  • Expectations • Monitoring behavior
  • Response to misbehavior
2e Organizing Physical Space
  • Safety and accessibility
  • Arrangement of furniture and resources
DOMAIN 3: Instruction 3a Communicating With Students
  • Expectations for learning • Directions and procedures
  • Explanations of content
  • Use of oral and written language
3b Using Questioning and Discussion Techniques
  • Quality of questions • Discussion techniques
  • Student participation
3c Engaging Students in Learning
  • Activities and assignments • Student groups
  • Instructional materials and resources • Structure and pacing
3d Using Assessment in Instruction
  • Assessment criteria • Monitoring of student learning
  • Feedback to students
  • Student self-assessment and monitoring
3e Demonstrating Flexibility and Responsiveness
  • Lesson adjustment • Response to students
  • Persistence
C H A R L O T T E D A N I E L S O N THE FRAMEWORK FOR TEACHING 2013 EDITION EVALUATION INSTRUMENT
  • 2. Determine the Definition of
“Good Teaching” All state professional teaching standards linked to the framework Additional training to understand the Framework for the three-track model: Novice, Career, Intensive Assistance 1.Select a Committee and Determine Plan for Decision- Making Characteristics of Committee Members Open-mindedness Commitment to the work Communication skills Free of external agenda Administrators, department chairs, teachers, etc. Distribution of Committee Members Around the District All levels of the district represented If possible, all schools represented Teacher’s association in a leadership role Appropriate voices of site administrators, central office administrators Determine your plan for decision making Meetings, length, schedule, feedback collection
  • 3. Determine the Overall Structure
  • f the Evaluation System
The three-track model: Novice/Career-Tenure How many years in the cycle? 2? 3? 4? 5? (Issues to be considered in deciding, including state regulations) Goal setting Collaboration cycle Presumption of competence and a presumption of professional learning. How are these communicated? Intensive Assistance Detailed plan with timelines, assistance, support, deficiency, etc.
  • 4. Establish the Procedures of the
Novice, Career, and Intensive Assistance Track Novice Years? Sources of Evidence? Observations? Artifacts? Timelines of Completion? Tenure? Career-Tenure Cycle? Observations? Evidence collection? Artifacts? Teacher’s role in the process - Active or Passive Intensive Assistance What triggers intensive assistance track? When do teachers enter the assistance track? How do teachers exit the track? Timeline?
  • 5. Prepare the Final Forms to
be used in Evaluation System Design forms to support the process developed
  • 6. Conduct Evaluator Training
Who will be trained? Accountability Checks for understanding Timeline for implementing training (5 year plan) Who will be the trainer? Ongoing training for new evaluators

Sue Presler susanpresler57@gmail.com @suepresler https://www.danielsongroup.org/ Gregory Betts Ed.D.

betts.gregory@westside66.net

@bettsgregory http://professionallearning.westside66.org/

Contact Information

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  • 1. Select a Committee and Determine Plan
  • 2. Determine the Definition of “Good Teaching”
  • 3. Determine the Overall Structure of
the Evaluation system
  • 4. Establish the Procedures of the
Novice, Career, and Intensive Track
  • 5. Prepare the Final Forms to be used in
Evaluation System
  • 6. Conduct Evaluator Training
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An Integrated System

Mentoring Collegial Collaboration Instructional Coaching Continuing Contract Maintain Status Skills and Remediation

The Whole System

Quality Assurance Professional Growth

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Quality Assurance

An Integrated System

Continuing Contract Maintain Status Skills and Remediation

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Professional Growth

An Integrated System

Mentoring Collegial Collaboration Instructional Coaching

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An Integrated System

Mentoring Collegial Collaboration Instructional Coaching Continuing Contract Maintain Status Skills and Remediation

The Whole System

Quality Assurance Professional Growth

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High Rigor Low Rigor High Low Level of Stakes Teacher Evaluation System Design

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High Rigor Low Rigor High Low Level of Stakes Teacher Evaluation System Design

DANGER!

Informal Mentoring Program “Traditional” Structured Mentoring Program Nationally Board Certified

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Select a Committee and Determine Plan for Decision-Making

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Determine the Definition of “Good Teaching”

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Determine the Overall Structure of the Evaluation System

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Establish the Procedures of the Novice, Career, Intensive Assistance Track

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Prepare the Final Forms to be used in Evaluation System

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Conduct Evaluator Training

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Preview - Context

  • 1. 2013-2014: Decision to align with Danielson Framework -
  • Initial Meeting led to multiple meetings.
  • 2. 2014-2015: Administrators and teacher leaders trained -
  • (150 people) 3 day training - two cohorts
  • 3. 2015-2016: Teachers in first three years trained
  • 4. 2016-2017: All summative and new teachers trained
  • 5. 2017-2018: Second group of veteran staff and new

teachers

  • 6. 2018-2019: Final group of veteran staff and new teachers

Westside Timeline

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Context

Westside Timeline

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  • 1. 2013-2014: Decision to align

with Danielson Framework

  • Initial Meeting led to

multiple meetings.

Westside Timeline

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  • 2. 2014-2015: Administrators

and teacher leaders trained -

  • (150 people) 3 day

training - two cohorts

Westside Timeline

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  • 3. 2015-2016: Teachers in

first three years trained

Westside Timeline

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  • 4. 2016-2017: All summative

and new teachers trained

Westside Timeline

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Preview - Context

  • 1. 2013-2014: Decision to align with Danielson Framework -
  • Initial Meeting let to multiple meetings.
  • 2. 2014-2015: Administrators and teacher leaders trained -
  • (150 people) 3 day training - two cohorts
  • 3. 2015-2016: Teachers in first three years trained
  • 4. 2016-2017: All summative and new teachers trained
  • 5. 2017-2018: Second group of veteran staff and new

teachers

  • 6. 2018-2019: Final group of veteran staff and new teachers

Westside Timeline

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Charlotte’s Top 10 ways to know if your district is implementing the Framework for Teaching

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10 


Our School/District has chosen the FfT for it’s evaluation process of teachers

..

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9

Our school/district has trained all teachers in all Domains and Components of the FfT

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  • n
  • Give examples from different districts

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Our district has trained and continues to train our administrators and instructional coaches in

  • bservation and

conversation skills.

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7 


Our instructional coaches use the FfT in their conversations with teachers

  • .
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6

Our teachers select professional practice goals based upon the FfT

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5 


PLC’s in our district talk about key topics found in the FfT

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Framework for Teaching Clusters

#1 Clarity of Instructional Purpose and Accuracy of Content #2 Safe, Respectful, Supportive, and Challenging Learning Environment #3 Classroom Management #4 Student Intellectual Engagement #5 Successful Learning by All Students #6 Professionalism

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4

Professional Learning in our district is based upon the strengths and opportunities of

  • ur teachers
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3 Our mentoring program uses the

FfT to support new teacher growth

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2 


When we have student teachers in

  • ur district, we support them in their

growth using the FfT

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1 Our district uses the FfT during

recruitment and hiring processes

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  • Where is your school in

the journey of implementing the Framework for Teaching?

  • What might your

district do next?

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Framework for Teaching Mentoring Collegial Conversations Instructional Coaching Teacher Evaluation Supervision of Student Teachers Recruitment and Hiring Professional Goals Professional Development

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