The Framework for Teaching - nesC · the Framework for Teaching ... Norms: PEMDAS Participate Fully...

The Framework for

TeachingPEGGY SCHOOLING, ED.D.

IMMACULATA UNIVERSITY

Introductions- Just Like Me

Session Learning Goals

Participants will:

Develop a solid understanding of

the Framework for Teaching (FFT)

Practice observation skills as part

of the formal evaluation of

teachers

Practice rating instruction using

various rubrics

Your Personal Learning

Goal:

Agenda

Norms Four DomainsComponents and Elements

Critical Attributes

RubricsEvidence vs

opinion

Identifying evidence within actual teaching

Norms: PEMDAS

Participate Fully

Exchange Ideas

Make an Effort to Listen

Dialogue equally an do your best

Ask questions, A+ Attitude

Share your insight and support each other, self monitor, self reflect

Organizing Groups for Learning

Clock Partners

The Nature of Professional Learning

Today’s Session and in the FFT

Trust

Self-assessment and self-directed inquiry

Reflection on practice

Collaboration and conversation

A community of learners

Survey Questions

http://socrative.com

Room

Number:

573500

Survey Question

There is agreement at the building and district level on what constitutes effective teaching

A. Strongly Agree

B. Agree

C. I don’t know

D. Disagree

E. Strongly Disagree

Quick Write (Individually)

Characteristics of Expert Teaching

Looks Like…….. Sounds Like-----------

Clock Partners: 12:00

Share your characteristics

Identify 3 you agree upon

Table Share

Combine characteristics

until you have at least six

you can share.

Popcorn Out

Let’s here from a couple of

groups!

Clock Partners: 3:00 List-Group-

Label

List all the words or phrases

you associate with the

Framework for Effective

Teaching.

Table Share

Combine your individual

words into a group list.

Create categories for all

words gathered.

Label the categories

Purposes of Teacher Evaluation

Professional Learning

Quality Assurance

Road Map- Framework

Features of the Framework

Comprehensive

Public

Research based

Validated

Generic

Independent of any particular teaching

methodology

Framework for Teaching

The Framework for Teaching is a research based set of

components aligned to INTASC, grounded in a

constructivist view of teaching and learning.

Priorities of the FFT

Cognitive

Engagement Constructivism

What does it mean to be

Cognitively Engaged?

Students who are cognitively and behaviorally

engaged:

attend to the task at hand and

simultaneously manage their learning (e.g.,

thinking about

similar tasks they have done, realizing when they

need to ask

for help, using problem-solving strategies

Constructivism

Traditional Teaching

The teacher asks

students to write a

book report on

Martin Luther King.

Constructivism

The teacher asks

students to imagine

that they are

preparing a

speech for the

Selma Mississippi

March.

The Framework for Teaching: Domains

Domain 1: Planning and

Preparation

Domain 2: The Classroom

Environment

What a teacher knows and does

before teaching

All aspects of teaching that lead

to a culture of learning.

Domain 3: Instruction Domain 4: Professional

Responsibilities

Acts of teaching that lead to

engaged learning

Responsibilities inside and

outside of the classroom

A Framework for Teaching:Components of Professional Practice

Domain 4: Professional Responsibilities

a. Reflecting on teaching

b. Maintaining accurate records

c. Communicating with families

d. Participating in a professional community

e. Growing and developing professionally

f. Demonstrating professionalism

Domain 3: Instruction

a.Communicating with students

b.Using questioning and discussion techniques

c.Engaging students in learning

d.Using Assessment in Instruction

e.Demonstrating flexibility and responsiveness

Domain 1: Planning and Preparation

a. Demonstrating knowledge of content and

pedagogy

b. Demonstrating knowledge of students

c. Selecting instructional outcomes

d. Demonstrating knowledge of resources

e. Designing coherent instruction

f. Designing student assessment

Domain 2: The Classroom Environment

a.Creating an environment of respect and rapport

b.Establishing a culture for learning

c.Managing classroom procedures

d.Managing student behavior

e.Organizing physical space

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Domain 1: Planning and

PreparationKnowledge Components

1a: Demonstrating Knowledge

of Content and Pedagogy

1b: Demonstrating Knowledge

of Students

1d: Demonstrating Knowledge

of Resources

Action Components

1c: Selecting Instructional

Outcomes

1e: Designing Coherent

Instruction

1f: Designing Student

Assessments

2a: Creating an Environment of Respect and Rapport

2b: Establishing a Culture for Learning

2c: Managing Classroom Procedures

2d: Managing Student Behavior

2e: Organizing Physical Space

Domain 2: The Classroom Environment

Domain 3: Instruction

3a: Communicating with Students

3b: Using Questioning and Discussion Techniques

3c: Engaging Students in Learning

3d: Using Assessment in Instruction

3e: Demonstrating Flexibility and Responsiveness

4a: Reflecting on Teaching

4b: Maintaining Accurate Records

4c: Communicating with Families

4d: Participating in a Professional Community

4e: Growing and Developing Professionally

4f: Showing Professionalism

Domain 4: Professional Responsibilities

Check Your Understanding

Identify the Domain (1,2,3, or 4) in which each of the items

would be categorized.

Mr. J knows that students learned

sentence structure last year. He now

plans to introduce paragraph structure.

a) Domain 1

b) Domain 2

c) Domain 3

d) Domain 4

As the students enter the classroom, they are

greeted at the door by Ms. K. She smiles and

converses with each of them briefly.

a) Domain 1

b) Domain 2

c) Domain 3

d) Domain 4

As student’s leave Ms. C’s class they complete an exit ticket by listing three things they learned during the lesson. Ms. C reviews them after class to monitor her students’ progress.

a) Domain 1

b) Domain 2

c) Domain 3

d) Domain 4

During a small group activity, Mr. L notices that

two students are involved in reading some

outside material. He continues to circulate

toward the two, quietly asks for the magazine,

points to the task they should be doing, and

moves on to the next group.

a) Domain 1

b) Domain 2

c) Domain 3

d) Domain 4

Every Friday, Ms. M sends a report home to parents indicating

which assignments are up to date, and which are past due.

a) Domain 1

b) Domain 2

c) Domain 3

d) Domain 4

Clock Partners: 6:00

Activity: Identify the 4

Domains and their

Components. Record the

Domain and Component on

the handout provided.

On Stage- Off Stage

Instruction Planning and Preparation

Classroom Environment Professional Responsibility

Degree of Specificity

4 Domains

22 Components

76 Elements

Critical Attributes

Possible Examples

Clock Partners: 9:00 Summarize

I want to remember:

I need to clarify:

Common Themes

Equity

Cultural Competence

High Expectations

Developmental appropriateness

Accommodating individual needs

Appropriate use of technology

Student assumption of responsibility

Common Themes: Table Top

Activity

ELEMENT

L E V E L O F P E R F O R M A N C E

UNSATISFACTORY BASIC PROFICIENT DISTINGUISHED

Teacher

Interaction with Students

Teacher interaction with at least some students is negative, demeaning, sarcastic, or inappropriate to the age or culture of the students. Students exhibit disrespect for teacher.

Teacher-student interactions are generally appropriate but may reflect occasional inconsistencies, favoritism, or disregard for students’ cultures. Students exhibit only minimal respect for teacher.

Teacher-student interactions are friendly and demonstrate general warmth, caring, and respect. Such interactions are appropriate to developmental and cultural norms. Students exhibit respect for teacher.

Teacher demonstrates genuine caring and respect for individual students. Students exhibit respect for teacher as an individual, beyond that for the role.

Student

Interaction

Student interactions are characterized by conflict, sarcasm, or put-downs.

Students do not demonstrate negative behavior toward on another.

Student interactions are generally polite and respectful.

Students demonstrate genuine caring for one another as individuals and as students.

DOMAIN 2: THE CLASSROOM ENVIRONMENT COMPONENT 2A: CREATING AN ENVIRONMENT OF RESPECT AND RAPPORT

Elements: Teacher interaction with students Student interaction

Performances are measured using rubrics.

Find someone you have not talked

with today

• Choose a component from the

assigned domain.

• Scan the language used to describe

each level of performance.

• What “key words” would you use to

characterize or describe each level?

Performance Levels: Key Words

Unsatisfactory Basic Proficient Distinguished

Unsafe

Lack of

Unaware

Harmful

Unclear

Poor

Unsuitable

None

Partial

Generally

Inconsistently

Attempts

Awareness

Moderate

Minimal

Some

Consistent

Frequent

Successful

Appropriate

Clear

Positive

Smooth

Most

Seamless

Solid

Subtle

Skillful

Preventative

Leadership

STUDENTS

Always

43

Teacher-

directed success!

Student-directed success!

Levels of cognition and constructivist learning increase

Evidence can be selected

by the teacher or the

observer.

Sources of Evidence

• Announced and Unannounced

• Formal and InformalObservations

• Student Work• Activities and Assignments• Planning Documents

Artifacts

• Planning ConferencesInterviews

• Reflection ConferencesSelf Assessments

• Student Surveys

• Parent SurveysSurveys

Evidence

Accurate

Unbiased

Factual

Relevant

Tangible

Focused on Student

Learning

Evidence may include:

Teacher words and

actions

Students words and

actions

Artifacts prepared by

the teacher or the

student.

Evidence may include:

Teacher words and

actions

Students words and

actions

Artifacts prepared by

the teacher or the

student.

Evidence without Bias

Activity: Evidence vs Opinion

Using the handout

provided, determine

whether the information

represents evidence of

opinion.

Types of Observation Evidence

• “Could one person from each table collect materials?”

Verbatim scripting :

• The teacher stands by the door, greeting students as they enter

Non-evaluative statements:

• Three students of the eighteen offer nearly all of the comments during discussion.

Numeric information

• The assignment is on the board for students to do while roll is taken.

An observed aspect of the environment:

51

Ticket Out the Door!

I came expecting….

I got….

I still need……

The Evidence Cycle

(Evidence)

COLLECTDATA

SORT:FFT Domain,Component,

Element

Interpret:Clarify

Conclusions

Impact on Learning…

NO!

Formal Observation Process

Collect Data

•Planning conference

•Classroom observation

Sort

•Determine Domain and Component

•Use element for more information

Interpret and

Clarify

•Reflection conference

•Questions for teachers

Conclusions

Determine level of performance

and rating if needed

Impact on

Learning

Develop Professional

Development Plan

Domain 3: Instruction

3a: Communicating with Students

3b: Using Questioning and Discussion Techniques

3c: Engaging Students in Learning

3d: Using Assessment in Instruction

3e: Demonstrating Flexibility and Responsiveness

Video

https://www.teachingchannel.org/videos/3rd-grade-ela-

lesson

Video

https://www.teachingchannel.org/videos/surface-area-lesson

Domain 3: Instruction

3a: Communicating with Students

3b: Using Questioning and Discussion Techniques

3c: Engaging Students in Learning

3d: Using Assessment in Instruction

3e: Demonstrating Flexibility and Responsiveness

Video

https://www.teachingchannel.org/videos/formative-

assessment-example-math-sbac

https://www.teachingchannel.org/videos/formative-

assessment-example-ela-sbac

Assumptions About Teaching and

Learning

There is consensus on what excellent teachers

do (standards of practice)

Teachers and administrators can accurately

assess teacher practice in different contexts

School leaders have the skills to promote

excellent teaching with their teachers.

The Complexity of Teaching

“After 30 years of doing such work, I have

concluded that classroom teaching … is perhaps

the most complex, most challenging, and most

demanding, subtle, and frightening activity that our

species has ever invented. ..The only time a

physician could possibly encounter a situation of

comparable complexity would be in the

emergency room of a hospital during or after a

natural disaster.”

Lee Shulman, The Wisdom of Practice

61

3-2-1 Connect

Reflection

3 New Things You Learned

2 Things That Were Affirmed

1 Question You Still Have