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LTPS NTO Danielson Presentation
1. Teacher Evaluation in Lawrence
Stay focused on the focus
Andrew Zuckerman
@azuck1
August 26, 2013
http://goo.gl/YBX3v3
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Created for the use of Lawrence Township Public Schools
4. Teacher Quality…
• ....“is the single most important factor in a
student’s achievement”
Linda Darling Hammond
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5. We are Good…. but,
• How good is good enough?
• Good enough at what?
• How do we know?
• Who decides
5
6. Teaching Standards
• Mutually agreed upon descriptions of behaviors
that, if done repeatedly and in combination with
each other, cause LEARNING to happen
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7. Outcomes for All Participants
By the end of the trainings, you will be able to:
• Demonstrate your knowledge of the domains in
Danielson’s Framework for Teaching by
connecting classroom examples to the
appropriate domain
• Explain the levels of performance and their use
in assessment of and reflection on professional
practice.
• Understand the use of Danielson’s Framework
for Teaching in your setting
(teacher, counselor, CST, etc)
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10. 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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11. The Wisdom of Practice
• Brainstorm 3-4 ideas- one idea on a piece of
paper
• Get up, find a partner from another table
▫ Introduce yourselves (if you don’t know one
another)
▫ Find another partner from another table
▫ Continue until you have 10-12 ideas
• Charlotte Danielson’s
A Framework for Teaching
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16. The Domains
• Domain 1: Planning and Preparation
• Domain 2: The classroom Environment
• Domain 3: Instruction
• Domain 4: Professional Responsibilities
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17. With your “elbow” table partner
• Each pair takes one of the domains
• Read over the description on your handout
• Highlight key words
• Be prepared to discuss the reviewed domain
with the group
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18. Consider…
• Is one of the domains more important than the
other? Why?
• Is one of the domains of particular importance
to beginning teachers? Explain
• Do teachers perform the tasks described in the
domains in any particular sequence within a
domain or overall? If so, what is that sequence?
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19. What are some common themes you
have identified in your discussions?
• 5 Minute Table Discussion
▫ Think about the common themes
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20. Common Themes
• Equity
• Cultural Sensitivity
• High Expectations
• Developmental Appropriateness
• Accommodating Individual Needs
• Appropriate use of Technology
• Student Assumption of Responsibility
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22. Card Sort-Domains
• Quickly look over the cards you have been given
• Note that the cards are color coded and one
color represents each of the 4 domains
• As a group, assign a domain to each color (note
words which will give you hints)
• When everyone is finished, share with the whole
group
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23. The Domains
• Domain 1: Planning and Preparation
• Domain 2: The classroom Environment
• Domain 3: Instruction
• Domain 4: Professional Responsibilities
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25. Card Sort Directions
• For each card
▫ For each card, determine its
domain, component, and element
▫ Write this information on a sticky note and place
on each card
(Example: 2a: Respect and Rapport- student to
teacher)
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26. Card Sort- expert group
• At the direction of your facilitator, put the cards
back together in Domain Groups
• Partners take a set of cards from one Domain
• Proceed to the expert table designated by the
facilitator.
• Read your examples to the group
• Check your answers with the answer key
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28. • Unsatisfactory: Teaching shows evidence of
not understanding the concepts underlying the
component
▫ May represent practice that requires intervention
• Basic: Teaching shows evidence of knowledge
and skills related to teaching- but inconsistent
performance due to lack of experience
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29. • Proficient: Teaching shows evidence of
thorough knowledge of all aspects of the
profession. Students are engaged in learning.
This is
successful, accomplished, professional, and
effective teaching.
• Distinguished: Classroom functions as a
community of learners with student assumption
of responsibility for learning
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30. With your “elbow” table partner
• Each pair takes the rubric for one of the domains
• Read over the assigned rubric in your handout
• Highlight key words
• Be prepared to make a short presentation to
your group on the rubric for your domain
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31. Levels of Performance
Unsatisfactory Basic Proficient Distinguished
Not
No
Not clear
Unaware
Does not respond
Poor
Not Congruent
Some
Attempts to
Limited
Moderate
Uneven
Inconsistent
Rudimentary
Consistent
High quality
Timely
Accurate
Appropriate
Clear
Effective
High Expectations
All students
Highly effective
Entirely
appropriate
Adapted for
individual
students
Fully aligned
Extensive
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32. Assessing Evidence
• Equally distribute the words provided to your
group
• Place the word(s) in the category that you think
it falls under
▫ Developing, Proficient, Accomplished, &
Distinguished
Refer to handout or the descriptions of the levels of
performance on pages 41 and 42 in Enhancing
Professional Practice: A Framework for Teaching
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33. Questions to Ponder
• Can a teacher demonstrate different levels of
performance within one component?
▫ Can you give an example?
• Consider one pair of behaviors that express different
degrees or different types. How might the evidence
change at different levels of performance?
▫ I.e. Why is a distinction made between a teacher
making global suggestions and a teacher making
specific suggestions about strategies to improve a
lesson?
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8:00 – 8:15 slides 2-4Teaching matters, it matters a lot, in fact teacher quality matters more than any other factor within the school’s control. Teacher Quality matters more than class sizeTeacher Quality matters more than ethnicity Teacher Quality matters more than family incomeTeacher Quality matters more than the facility the students attend and …Teacher Quality matters more than who the principal is.
Read slide (with feeling)And while most states have state standards for teaching they are usually large and aspirational; they lay out, in very broad brush-strokes, what constitutes good teaching.Such statements of practice are important for policy-makers as they design pre-service programs, or assessment systems for licensing beginning teachers.However, as a guide for practitioners, they don't (and can't) specifically describe practice. For such purposes, greater detail is needed, detail that is consistent with, and that elaborates, the ideas in the states standards. NOTE: Refer to state standards here if you wish.
The Framework for Teaching is a more detailed description and elaboration of the standards. I’m reminded of the story of a young teacher who was doing a science unit on bouncy and density. To have them engage in the learning she had the students push their desks together in groups of four. Each group had a pan of water in the middle of the table, and they were using clay to construct clay boats. Their goal was to construct the boat that could carry the most cargo (in the form of paper clips) before it would sink. So, the students were all up on the knees and leaning in and having conversations about the (what I call “butts up learning”) the principal comes to the door-looks in and says, “I’ll come back when you’re teaching.” Clearly this principal and this teacher didn’t even agree on what teaching was let alone what good teaching was---and that teacher, by the way, was Charlotte Danielson, whose Framework for Teaching we are here to discuss today. So, let’s take a look at our plan for today to study her work. In the example above there were not mutually agreed upon standards of appropriate teaching.
Go over the goals as necessary and point out which ones might be particularly important to your group. Note: the last goal. Emphasize that the framework is not just a tool for evaluation, but also as a tool for teacher growth. You may want to use the “Shift” handout here if time permits. Highlight the last bullet to emphasize the connection to the non traditional teachers
8:30 – 9:15Slides 14 - 19Materials:Small post it notesChart paperMarkers
5 minWe talk a lot about what students need to know and be able to do. I’m going to ask you to focus on what teachers need to know and be able to do in order to help students learn.
10 Min for sharing5 minutes for videoModel how they will use Worksheet Give them about 10 minutes to walk around the room then ask them to return to their seats Explain that since the “real” Charlotte Danielson is not here-we’ll take advantage of a video of her talking about the framework for teachingNOTE: Video from TeachScape or ASCD should be used here. After the video: ask for people to brainstorm additional ideas
Point out that likely the ideas they talked about on their post its can all go under one of these domains Draw the graphic on a piece of chart paper and highlight key ideas about each domain Think of Domain 2 and 3 as on stage and Domain 1 and 4 as off stage Have them refer to this paper in their packet
5 Minutes with next slideAbove is an example of how the each domain is broken down into components and further detail included in the elements
Show people the breakdown from Domain-Component-ElementDiscuss the connection between the different domains
9:15 – 10:00 Slides 20-2645 Minutes to complete the Jigsaw of the Domains10 minutes to read5 minutes for each group to report out to the others10 minute discussion (common themes and connection to McCrel data)
35 Minutes to complete the Jigsaw of the Domains10 minutes to read5 minutes for each group to report out to the others
Refer in packet to pages 26-31 of Danielson’s Framework, the four domain summaries making sure about ¼ of the class get each domain. You will have to alter the directions for this activity depending on the number of participants at each table. For example, with 8 at the table you can easily do elbow partners. Alternatively you could number participants off 1,2,3,4, and have them get in groups. However, keep the groups small-not more than six usually works best. Instruct participants to use p. 4 in their work book for a summary and to use p. 5. to take notes when others present
At this point note that 3c: is the heart of the framework for teaching-talk a little bit about “minds on” as opposed to “time on task” Have some groups report out about discussions, rotate reporting groups throughout the day. Not all groups have to report out
The above are the common themes that are found in Danielson’s Framework
10:10 – 10:50Slides 28-34
Each group will receive a set of 3-4 color coded cards with examples from each Domain. For example, table one examples 1-4, table two examples 5-8,Table three examples 9-12. You may need more than one set if you have a large group.
Point out there are 4 colors—therefore 4 domains—quickly figure out which domain belong with which colorAs the facilitator, write this on a piece of chart paper in the front of the roomDomain 1 Yellow Domain 2 Blue Domain 3 Pink Domain 4 Green
Point out to them that in their handout packet they have a placemat that has not only all four domains and components, but also the elements. If time permits they should go to the element level. This is a trainer decision. If you don’t feel there is time, just have them go to the component level.
15 minutesGroups should be directed to decide which component and element each example represents and then place a post it® on the card to indicate their decision.
15 minEach team member takes a Domain and joins an expert Domain Expert Domain leader goes over answers and checks answers for accuracy.
12:50 – 1:50 Slides 43-4960 minutes total5 minute explanation of levels15 minutes to review and highlight10 minutes report out and identify commonalities 5 minute explanation of Assessing Evidence20 Assessing Evidence5 Min review
Go over the levels of performance “in general” Point out the key ideas from each level of performance: you might want to use the swimming analogy: The teacher at the Unsatisfactory level could be compared to a non-swimmer who has been thrown in deep water and is drowning. The swimmer who can manage the dog paddle, but nothing else, is similar to the teacher performing at the Basic level; the swimmer can get across the lake but may be swamped if any waves come up. A swimmer with command of a number of different strokes, and the knowledge of when to use which, is similar to a teacher performing at the Proficient level. And a competitive swimmer who is perfecting her strokes, or a swimming teacher, would be the equivalent ( or is the life saver-or can walk on water)
Pass out the four rubrics summaries making sure about ¼ of the class get each domain. You will have to alter the directions for this activity depending on the number of participants at each table. For example, with 8 at the table you can easily do elbow partners. Alternatively you could number participants off 1,2,3,4, and have them get in groups. However, keep the groups small-not more than six usually works best. Instruct participants to use p. 4 in their work book for a summary and to use p. 5. to take notes when others present
Keep pointing out that we are talking about the teaching not the teacher. Identify differences between Danielson terminology and the LTPS categories
