THE CHARLOTTE DANIELSON FRAMEWORK FOR PROFESSIONAL PRACTICE

Domain 1: Planning and Preparation

Rachel Wysocki

PERSONAL REFLECTION

Take a few minutes to respond to the following reflection questions: What brought you into the teaching

profession? What do you value about your experiences

as a teacher? What are your strengths as a teacher? What do you think it means to be a “good

teacher”? What do you think “good teaching” looks

like?

THE FRAMEWORK

Charlotte Danielson’s Framework for Professional Practice is broken into 4 domains and 22 components. Domain 1: Planning and Preparation Domain 2: Classroom Environment Domain 3: Instruction Domain 4: Professional Responsibilities

POST-IT!

Using your responses to “What do you think ‘good teaching’ looks like?”, write characteristics of good teaching on post-it notes.

Then, place your characteristics under one of the four Danielson rubric domains.

OBSERVATIONS

Under which of the Domains did most of your responses fall?

Why do you think teachers focus more on these domains than others?

Which domains do you think impact students more?

Which domains do you think administrators focus more on?

OBSERVABLE, OBSERVABLE, OBSERVABLE Initially, the Charlotte Danielson

Framework was designed to help teachers self-evaluate their practice. It was not intended to be used by administrators to evaluate teachers.

But, since it has been used as such, Danielson has stressed that all evaluation of teacher practice should be based on what evaluators hear, see and experience in the classroom.

DOMAIN 1: PLANNING AND PREPARATION Domain 1 has 6 components and 23

elements. a= Demonstrating Knowledge of content

and pedagogy b= Demonstrating knowledge of students c= Setting instructional outcomes d=Demonstrating knowledge of resources e=Designing coherent instruction f=Designing student assessments

COMPONENT ALIGNMENT

Using the Evidence grid, take a few minutes to determine which of the components of Domain 1 each piece of evidence would fall under.

ANSWER KEY

1- f 2- c 3- b 4- a 5- f 6-e 7-b 8-b

9- d 10-a 11-c 12-e

PERSONAL REFLECTION

Choose one of the four organizer on page 4 and reflect on how the components listed are visible and observable in your classroom?

DANIELSON’S DOMAINS: CROSSWALKS

Key words= “Accomplished Teachers” Crosswalk with the NYS Teaching Standards Crosswalk with the National Board

Standards for Teachers

Highly aligned with the skills needing to be taught for students to achieve the Common Core Learning Standards

THE INTENTION

Charlotte Danielson intended this framework to be used for self-evaluation.

85% of teachers should fall within the “Proficient” range.

The Framework should give teachers ideas on how to improve their practice to better meet student’s needs.

COMPONENT 1A- DEMONSTRATING KNOWLEDGE OF CONTENT AND PEDAGOGY

Knowledge of content and the structure of the discipline

Knowledge of prerequisite relationships

Knowledge of content related pedagogy

COMPONENT 1A-KNOWLEDGE OF CONTENT AND PEDAGOGY

Element Distinguished Level What this means

Knowledge of the content and the structure of the discipline

Teacher displays extensive knowledge of the discipline and how these relate both to one another and other disciplines

-interconnectivity-history of content area

Knowledge of prerequisite relationships

Teacher’s plans and practices reflect understanding of prerequisite relationships among topics and concepts and link to necessary cognitive structure to ensure understanding

-link learning together-address students at their cognitive readiness level

Knowledge of content- related pedagogy

Teacher’s plans and practice reflect familiarity with a wide range of effective pedagogical approaches in the discipline, anticipating students misconceptions

-varied approaches to instruction-identifies areas that may be confusing for students

COMPONENT 1A- IN TEACHING PRACTICE What this looks/sounds like The teacher’s plan for area and perimeter invites students to determine

the shape that will yield the largest area for a given perimeter.   The teacher realized her students are not sure how to use a compass, so

she plans to practice that before introducing the activity on angle measurement.

  The teacher plans to expand a unit on civics by having students simulate

a court trial.   In a unit on 19th century literature, the teacher incorporates information

about the history of the same period.   Before beginning a unit on the solar system, the teacher surveys the

class on their beliefs as to why it is hotter in the summer than in the winter.

COMPONENT WORK

Group 1- Component 1b (page 10) Group 2- Component 1c (page 14) Group 3- Component 1d (page 18) Group 4- Component 1e (page 21) Group 5- Component 1f (page 24)

COMPONENT 1B- DEMONSTRATING KNOWLEDGE OF STUDENTS

Knowledge of child and adolescent development

Knowledge of the learning process Knowledge of student’ skills, knowledge

and language proficiency Knowledge of students’ interests and

cultural heritage Knowledge of students’ special needs

COMPONENT 1B: IN TEACHING PRACTICE

What this looks/sounds like The teacher creates an assessment of students’ levels of cognitive

development. The teacher examines students’ previous year’s folders to ascertain the

proficiency levels of groups of students in the class. The teacher administers a student interest survey at the beginning of the

school year. The teacher plans his lesson with three different follow-up activities,

designed to meet the varied ability levels of his students. The teacher plans to provide multiple project options; students will self-

select the project that best meets their individual approach to learning. The teacher attended the local Mexican heritage day, meeting several of

his students’ extended family members. The teacher regularly creates adapted assessment materials for several

students with learning disabilities.

COMPONENT 1C -SETTING INSTRUCTIONAL OUTCOMES

Value, sequence, and alignment Clarity Balance Suitability for diverse learners

COMPONENT 1C: IN TEACHING PRACTICE

What this looks/sounds like One of the learning outcomes is for students to “appreciate the aesthetics of 18th

century English poetry.”   The outcomes for the history unit include some factual information, as well as a

comparison of the perspectives of different groups in the run-up to the Revolutionary War.

  The teacher reviews the project expectations and modifies some goals to be in line

with students’ IEP objectives.   The teacher encourages his students to set their own goals; he provides them a

taxonomy of challenge verbs to help them strive for higher expectations.   Students will develop a concept map that links previous learning goals to those

they are currently working on.   Some students identify additional learning .

COMPONENT 1D- DEMONSTRATING KNOWLEDGE OF RESOURCES

Resources for classroom use Resources to extend content

knowledge and pedagogy Resources for students

COMPONENT 1D: IN TEACHING PRACTICE What this looks/sounds like The teacher provides her 5th graders a range of non-fiction texts about the

American Revolution; no matter their reading level, all students can participate in the discussion of important concepts.

  The teacher took an online course on Literature to expand her knowledge of

great American writers.   The teacher is not happy with the out-of-date textbook; his students will

critique it and write their own text for social studies.   The teacher spends the summer at Dow Chemical learning more about current

research so she can expand her knowledge base for teaching Chemistry.   The teacher matches students in her Family and Consumer Science class with

local businesses; the students spend time shadowing employees to understand how their classroom skills might be used on the job.

COMPONENT 1E- DESIGNING COHERENT INSTRUCTION

Learning activities Instructional materials and resources Instructional groups Lesson and unit structure

COMPONENT 1E: IN TEACHING PRACTICE What this looks/sounds like The teacher reviews her learning activities with a reference to

high level “action verbs” and rewrites some of the activities to increase the challenge level.

The teacher creates a list of historical fiction titles that will expand her students’ knowledge of the age of exploration. The teacher’s unit on ecosystems lists a variety of high level

activities in a menu; students choose those that suit their approach to learning.

While completing their projects, the teacher’s students will have access to a wide variety of resources that she has coded by reading level so they can make the best selections.

The lesson plan clearly indicates the concepts taught in the last few lessons; the teacher plans for his students to link the current lesson outcomes to those they previously learned.

COMPONENT 1F- DESIGNING STUDENT ASSESSMENTS

Congruence with instructional outcomes

Criteria and standards Design of formative assessments Use for planning

COMPONENT 1F: IN TEACHING PRACTICE What this looks/sounds like Mr. K knows that his students will write a persuasive essay on the state assessment;

he plans to provide them with experiences developing persuasive writing as preparation.

Mr. C creates a short questionnaire to distribute to his students at the end of class; based on their responses, he will organize them

into different groups during the next lesson’s activities. Based on the previous morning’s formative assessment, Ms. D plans to have five

students to work on a more challenging project, while she works with 6 other students to reinforce the concept.

To teach persuasive writing, Ms. H plans to have her class research and write to the principal on an issue that is important to the students: the use of cell phones in class.

After the lesson Mr. L asks students to rate their understanding on a scale of 1 to 5; the students know that their rating will indicate their activity for the next lesson.

Mrs. T has developed a routine for her class; students know that if they are struggling with a math concept, they sit in a small group with the teacher during workshop time.

DOCUMENT, DOCUMENT, DOCUMENT APPR observations based on the

Charlotte Danielson rubric are to be based on evidence.

Observation scores should not be finalized before the post-conference.

You should arrive at your post-conference having completed a reflection and brining pieces of evidence to demonstrate proficiency in the teaching practice.