LTPS NTO Danielson Presentation

Teacher Evaluation in LawrenceStay focused on the focus

Andrew Zuckerman@azuck1August 26, 2013http://goo.gl/YBX3v3

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Created for the use of Lawrence Township Public Schools

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Teacher Quality…

•....“is the single most important factor in a student’s achievement”

Linda Darling Hammond

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We are Good…. but,

•How good is good enough?

•Good enough at what?

•How do we know?

•Who decides

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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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Outcomes for All ParticipantsBy 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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Wisdom of Practice&

Overview of the Framework

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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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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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Framework

•Domain▫Component

Elements

•Domain 1- Planning and Preparation▫Component 1a- Demonstrating

Knowledge of Content and Pedagogy Element- Knowledge of prerequisite

relationships

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Plan

TEACH

Apply

Reflect

Jigsaw of the Domains

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The Domains

•Domain 1: Planning and Preparation•Domain 2: The classroom Environment•Domain 3: Instruction•Domain 4: Professional Responsibilities

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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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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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What are some common themes you have identified in your discussions?

•5 Minute Table Discussion▫Think about the common themes

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Common Themes

•Equity•Cultural Sensitivity•High Expectations•Developmental Appropriateness•Accommodating Individual Needs•Appropriate use of Technology•Student Assumption of Responsibility

Card Sort

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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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The Domains

•Domain 1: Planning and Preparation•Domain 2: The classroom Environment•Domain 3: Instruction•Domain 4: Professional Responsibilities

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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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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

Levels of Performance

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•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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•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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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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Levels of PerformanceUnsatisfactory Basic Proficient Distinguished

NotNo Not clearUnawareDoes not respondPoorNot Congruent

SomeAttempts toLimitedModerateUnevenInconsistentRudimentary

ConsistentHigh qualityTimely AccurateAppropriateClearEffectiveHigh Expectations

All studentsHighly effectiveEntirely appropriateAdapted for individual studentsFully alignedExtensive

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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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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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Evaluation

•Please complete the evaluation with the remaining time.