Embed Size (px)
Citation preview
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
24
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
