learning-focused supervision using the framework for teaching as a foundation for improving student...
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Learning-Focused Supervision
Using the Framework for Teaching as a Foundation for Improving Student Learning
BridgetDoogan
Desired Outcomes
Encouraging professional learning
Recognizing and celebrating good practice
Fostering professional collaboration and community
Improving student learning by promoting quality
teaching
The Framework for Teaching Charlotte Danielson
Some key questions
What might be some of the best outcomes/hopes/benefits of an effective supervisory process?
How can the supervisory process foster continuous learning, and why doesn’t that happen currently?
Describe how an experience you had while being supervised had/didn’t have an effect on your actual practice.
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LFS-Copyright 2008-Miravia LLC-All rights reserved
Driving Forces
Shifting From Shifting to
• A teaching focus • A learning focus
• Teaching as private • Teaching as collaborative practice practice
• School improvement as • School improvement as an option a requirement
• Accountability • Responsibility
Student Learning
We tend, as teachers, to think that our students learn because of what we do. That’s not correct. Our students don’t learn because of what we do; they learn because of what they do.
Our challenge, then, is to engage them in intrinsically interesting work that will yield the learning we want.
The Danielson Group, 2009
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Self-directed, highly performing, professionally satisfied teachers
Self-monitoring Self-managing Self-modifying
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Effects of Written Reports on Teacher’s Practice How many hours on average do you spend
on a complete “cycle” of teacher evaluation? Estimate the total number of written evals you
have done X hours = hours you have devoted What impact has this had on improving
teaching practice?
Three Functions of Supervision
A CONTINUUM OF LEARNING-FOCUSED INTERACTION
CONSULTCOLLABORATECOACH CALIBRATE
Information & Analysis
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4 Roles in the Continuum
Learning Focused Supervision - 4 Roles
Discuss examples of activities that reflect each of the four supervision roles in your work
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Coaching
Supervisor’s Role Outcome Characteristics
Support:
•Thinking•Problem solving•Goal clarification
Increase expertise in planning, teaching and reflecting on practice.
Develops teacher’s internal resources and self-coaching over time.
Non judgmental
Attends to the emotional and mental processes of the teacher
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Collaborating
Supervisor’s Role Outcome Characteristics
Co-develop ideas, information and plans with the teacher
Co-analyze data samples
A set of possible approaches, solutions, plans.
RespectfulParticipatoryCollegial
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Consulting
Supervisor’s Role Outcome Characteristics
Share essential information about learning, learners, curriculum, policy, procedures, standards, effective practices.
Share principles of practice and habits of mind.
Teachers internalize principles of learning and teaching enabling them to independently generate approaches and solutions
Not just compliance.
Learning focused
Supportive
Not just advice or solutions – but promotes the thinking tools for tacking future challenges
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Calibrating
Supervisor’s Role Outcome Characteristics
Ensure practice calibrates to performance standards and expectations.
The process of matching performance to standards.
Use of resources for reference – models, exemplars, data.
Promote transfer of learning into improved classroom practices that produce positive changes in student actions and outcomes.
Clarity on the standards
Focus on products, performances, data. (Third point)
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LFS-Copyright 2008-Miravia LLC-All rights reserved
Flawed operating assumptions regarding supervision
That telling a teacher what we think of their teaching will change it
That NOT telling them what we think will change it That telling them what to do will cause it to happen That one or few conversations will work That our superstars don’t need real feedback
The Research Foundation
The nature of learning:- it is done by the learner- involves active intellectual engagement
The nature of student motivation:- the need for human connection - the drive for competence and mastery- the need for autonomy and choice- students’ intellectual curiosity
Differing views of human intelligence
The Danielson Group, 2009
The Framework for Teaching Charlotte Danielson
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.”
Jot your ideas
On a post-it paper, jot down 2-3 things you might see or hear in the classroom of an expert teacher. Use one post-it per idea.
The Danielson Group2009
The Domains
Domain 1: Planning and Preparation
Domain 2: The Classroom Environment
Domain 3: Instruction
Domain 4: Professional Responsibilities
The Danielson Group2009
The Framework for Teaching Charlotte Danielson
The Framework for TeachingSecond Edition
DomainComponents
Elements
Levels of Performance
Locate your handouts, view side-by-side
Quadrants with components listed Quadrants with narrative descriptions of the
Domains
The Danielson Group2009
Sort by Domain
Sort your expert teacher ideas by the Domain that best matches each one. Determine if any of your ideas could “live in more than one neighborhood.”
The Danielson Group2009
The Framework for Teaching
The Framework for Teaching Charlotte Danielson
Enhancing Professional Practice: A Framework for Teaching Charlotte Danielson, ASCD.
The Framework for Teaching Charlotte Danielson
Overview of the Framework
Domain 1: Planning and Preparation
Domain 2: The Classroom Environment
Domain 3: Instruction
Domain 4: Professional Responsibilities
The Framework for Teaching Charlotte Danielson
Overview of the Framework
Domain 3: Instruction•Communicating With Students•Using Questioning and Discussion Techniques•Engaging Students in Learning•Using Assessment in Instruction•Demonstrating Flexibility and Responsiveness
Domain 1: Planning and Preparation•Demonstrating Knowledge of Content
and Pedagogy•Demonstrating Knowledge of Students•Setting Instructional Outcomes•Demonstrating Knowledge of Resources•Designing Coherent Instruction•Designing Student Assessments
Domain 2: The Classroom Environment•Creating an Environment of Respect
and Rapport•Establishing a Culture for Learning•Managing Classroom Procedures•Managing Student Behavior•Organizing Physical Space
Domain 4: Professional Responsibilities•Reflecting on Teaching•Maintaining Accurate Records•Communicating with Families•Participating in a Professional Community•Growing and Developing Professionally•Showing Professionalism
The Framework for Teaching Charlotte Danielson
Common Themes
Equity
Cultural sensitivity
High expectations
Developmental appropriateness
Accommodating individual needs
Appropriate use of technology
Student Assumption of responsibility
Common Themes
Common themes are important aspects of teaching but are not things that teachers do; they are reflected in the manner in which they do the things they do
Every common theme applies to any number of the components in the Framework Not any one of them applies to all, but they all
apply to more than 1
The Framework for Teaching Charlotte Danielson
Identifying the Domains
Worksheet 1
Refer to the list on P. 3-4 of the text
Indicate the domain to which each statement primarily applies
Compare notes with the person sitting next to you
The Framework for Teaching Charlotte Danielson
The Framework for Teaching Charlotte Danielson
The Framework for TeachingSecond Edition
Domain 3: Instruction•Communicating With Students•Using Questioning and Discussion Techniques•Engaging Students in Learning•Using Assessment in Instruction•Demonstrating Flexibility and Responsiveness
Domain 1: Planning and Preparation•Demonstrating Knowledge of Content
and Pedagogy•Demonstrating Knowledge of Students•Setting Instructional Outcomes•Demonstrating Knowledge of Resources•Designing Coherent Instruction•Designing Student Assessments
Domain 2: The Classroom Environment•Creating an Environment of Respect
and Rapport•Establishing a Culture for Learning•Managing Classroom Procedures•Managing Student Behavior•Organizing Physical Space
Domain 4: Professional Responsibilities•Reflecting on Teaching•Maintaining Accurate Records•Communicating with Families•Participating in a Professional Community•Growing and Developing Professionally•Showing Professionalism
The Framework for Teaching Charlotte Danielson
A Memorable Moment
Consider your long life as a student. Recall an occasion (or a pattern of occasions) that you still remember. The memory can be either positive or negative.
What makes this so memorable? Tell your story to one or two people.
A Memorable Moment
Is the memory positive or negative? Which domain?
Domain 2 — memories that had to do with feelings about self as a person or learner
Domain 3 — memories had to do with feelings about the subject
The Framework for Teaching Charlotte Danielson
The Framework for Teaching Charlotte Danielson
School Memories
+ -
Domain 2
Domain 3
Other
The Framework for Teaching Charlotte Danielson
School Memories
+ -
Domain 2
Domain 3
Other
The Framework for Teaching Charlotte Danielson
A Quote from Maya Angelou
“People will forget what you said. People will forget what you did. But they will never forget how you made them feel”
The Framework for Teaching Charlotte Danielson
Domain 2:The Classroom Environment2a: Creating an Environment of Respect and Rapport
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 the teacher.
Teacher-student interactions are generally appropriate but may reflect occasional inconsistencies, favoritism, or disregard for students’ cultures. Students exhibit only minimal respect for the teacher.
Teacher-student interactions are friendly and demonstrate general caring and respect. Such interactions are appropriate to the age and cultures of the students. Students exhibit respect for the teacher.
Teacher’s interactions with students reflect genuine respect and caring, for individuals as well as groups of students. Students appear to trust the teacher with sensitive information.
Student Interactions with one another
Student interactions are characterized by conflict, sarcasm, or put-downs.
Students do not demonstrate disrespect for one another.
Student interactions are generally polite and respectful.
Students demonstrate genuine caring for one another and monitor one another’s treatment of peers, correcting classmates respectfully when needed.
DOMAIN 2: THE CLASSROOM ENVIRONMENT COMPONENT 2A: CREATING AN ENVIRONMENT OF RESPECT AND RAPPORT
Elements: Teacher interaction with students Student interaction with one another
Figure 4.2b
Levels of Performance
Levels of Performance: Unsatisfactory Concept in licensing world is called do no
harm pertains to all fields requiring licensure A license is the state's guarantee to the
unwitting public that there will be no harm as a consequence of a person's work
There is nothing in the licensing procedures that require something be beautiful
The Framework for Teaching Charlotte Danielson
Levels of Performance
Basic - Performance typical of someone new to the profession
Someone who is doing everything for the first time
Things don't go as planned Performance is inconsistent It’s on its way to becoming better
The Framework for Teaching Charlotte Danielson
Levels of Performance
Proficient – Typical of experienced teachers
Solid, professional teaching Typical of an experienced teacher who really
knows the subject and their students Teacher has a repertoire of strategies and
knows what to do when Teacher knows how things work in the school
informally
The Framework for Teaching Charlotte Danielson
Levels of Performance
Distinguished
Teacher has managed to create a community of learners in which the students have assumed a lot of responsibility for what happens in the classroom
Looks easy
The Framework for Teaching Charlotte Danielson
Implications for Use of the Framework
Considerations: Needs to be used flexibly. The quality of our
teaching varies in relation to our assignments Value is for reflection, dialogue, analysis,
conversation Most likely to yield valuable professional
conversations in a light, trusting environment
The Framework for Teaching Charlotte Danielson
The Framework for Teaching Charlotte Danielson
Domain 2 Activity(Handout 2)
Apply Handout 2 to the component your pair has been assigned:
Read the narrative description Read the levels of performance; determine the critical
differences between the different levels – if possible, highlight key words
Determine a context for your thinking (for example high school science)
Create examples of practice for each level of performance, bearing in mind the common themes.
The Framework for Teaching Charlotte Danielson
Domain 2
2a: Respect and rapport p. 64
2b: Culture for learning p. 67
2c: Classroom procedures p. 68
2d: Student behavior p. 71
2e: Physical space p. 73
The Framework for Teaching Charlotte Danielson
Reflection on the Levels of Performance
How can you use the levels of performance in your own work?
What reservations do you have regarding the levels of performance?
What question(s) do you have about the levels of performance?
Domain 3 - Instruction
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
The Framework for Teaching Charlotte Danielson
Component 3c Engaging Students in Learning
If one component can claim to be the most important, it is student engagement. All the rest of the Framework is in the service of student engagement.
Nothing happening…
“It is possible to have a smoothly functioning, lively classroom where all the students appear happily occupied with worthwhile tasks and yet no mental acts conducive to learning are taking place.”
Graham Nuthall, 2005
Sawyer Educational Consulting, LLC 2008
Engaging Activities and Assignments
Emphasize problem-based learning
Permit student choice and initiative
Encourage depth rather than breadth
Require student thinking (apply, analyze, evaluate,
create)
Offer multiple levels of challenge
Designed to be relevant and authentic
Sawyer Educational Consulting, LLC 2008
Attributes of Engagement vs. busy or compliant Teacher purposefully elicits all students to solve a
problem, develop a solution, create a tangible product
Involves students actively, not passively, “minds-on,” not just “hands-on” (complex mental tasks)
Invites students to dialogue without choice to opt out (NOT one at a time)
Students work collaboratively Engagement is simultaneous and continuous
throughout lesson
Sawyer Educational Consulting, LLC 2008
Student Engagement is three-fold: behavioral, emotional, and cognitive
“Engagement includes on-task behavior, but it further highlights the central role of student’s emotion, cognition and voice…When engagement is characterized by the full range of on-task behavior, positive emotions, invested cognition, and personal voice, it functions as the engine for learning and development.”
Reeve, J., 2006
Sawyer Educational Consulting, LLC 2008
Recognizing Teacher’s Role in Student Engagement
Teacher is actively engaged in facilitating and providing assistance, feedback, clarification
Teacher monitors actively during student seatwork
All students, all the time Teacher consistently insists
Sawyer Educational Consulting, LLC 2008
The Framework for Teaching Charlotte Danielson
Engaging Activities and Assignments
Emphasize problem-based learning
Permit student choice and initiative
Encourage depth rather than breadth
Require student thinking
Offer multiple levels of challenge
Designed to be relevant and authentic
Watching the Video Clips
As you watch the clip, write the evidence in the appropriate place on the Observation Summary
Compare your notes with others looking for the evidence of the same domain; verify that it is evidence and not opinion
Highlight words in the levels of performance, as appropriate
The Framework for Teaching Charlotte Danielson
Watching for Evidence
Actions and statements by teacher or students- questions- indications of engagement
Intellectual challenge of activities and assignments
Interactions among teachers/students Features of the classroom
Note: Evidence is not opinion!
The Framework for Teaching Charlotte Danielson
The Framework for Teaching Charlotte Danielson
Domain 1
1a: Knowledge of content p. 44
1b: Knowledge of students p. 46
1c: Setting instructional outcomes p. 51
1d: Knowledge of resources p. 53
1e: Designing coherent instruction p. 55
1f: Designing student assessments p. 59
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Types of Curriculum Outcomes
Knowledge- factual- procedural- conceptual understanding
Skills- thinking, reasoning- communication (reading, writing, etc.)- motor- collaboration
Values and dispositions, e.g.- open-mindedness, fairness
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Key Questions for Domain 1
Teacher: How do I do this? How do I come to know my students, my subject, and decide on instructional outcomes?
Administrator:
What evidence would convince me that my teachers know/do this?
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Domain 1(for mentors or supervisors)
For the component you have been assigned, read the text, and determine how the skills advance from one level to the next.
Next, consider how you would know where a teacher is now. What artifacts or other work would you look at?
Lastly, how might you help a teacher move to the next higher level? What would you suggest?
The Framework for Teaching Charlotte Danielson
Domain 4
Domain 4 – Professional Responsibilities
Consider each of the components in domain 4
Discuss the ways which each component is addressed and valued in your setting
Lastly, determine how teachers can demonstrate their skill in the component (evidence)
The Framework for Teaching Charlotte Danielson
The Framework for TeachingSecond Edition
Domain 3: Instruction•Communicating With Students•Using Questioning and Discussion Techniques•Engaging Students in Learning•Using Assessment in Instruction•Demonstrating Flexibility and Responsiveness
Domain 1: Planning and Preparation•Demonstrating Knowledge of Content
and Pedagogy•Demonstrating Knowledge of Students•Setting Instructional Outcomes•Demonstrating Knowledge of Resources•Designing Coherent Instruction•Designing Student Assessments
Domain 2: The Classroom Environment•Creating an Environment of Respect
and Rapport•Establishing a Culture for Learning•Managing Classroom Procedures•Managing Student Behavior•Organizing Physical Space
Domain 4: Professional Responsibilities•Reflecting on Teaching•Maintaining Accurate Records•Communicating with Families•Participating in a Professional Community•Growing and Developing Professionally•Showing Professionalism
The Framework for Teaching Charlotte Danielson
Features of The Framework for Teaching
Comprehensive
Grounded in research
Public
Generic
Coherent in structure
Independent of any particular teaching methodology
The Framework for Teaching Charlotte Danielson
Summary of The Framework for Teaching
A research-based definition of good teaching
A roadmap to, and for navigating through, the complex territory of teaching
A framework for novice-level practitioners, through accomplished teaching
The Framework for Teaching Charlotte Danielson
Uses of The Framework for Teaching
Teacher preparation
Teacher self-assessment
Structuring professional development
Mentoring beginning/new teachers
Evaluating teacher performance
Teacher recruitment and hiring
The Framework for Teaching Charlotte Danielson
SupervisionOf StudentTeachers
MentoringRecruitmentAnd Hiring
ProfessionalDevelopment
LicenseRenewal
TeacherEvaluation
The Framework for Teaching Charlotte Danielson
SupervisionOf StudentTeachers
MentoringRecruitmentAnd Hiring
ProfessionalDevelopment
LicenseRenewal
TeacherEvaluation
GOOD TEACHING(The Framework for Teaching)
The Framework for Teaching Charlotte Danielson
Self-assessment
MentoringRecruitmentAnd Hiring
ProfessionalDevelopment
LicenseRenewal
TeacherEvaluation
GOOD TEACHING(The Framework for Teaching)
The Framework for Teaching Charlotte Danielson
Benefits of Any Framework for Teaching
Common language
Development of shared understandings
Self-assessment and reflection on practice
Structured professional conversation
Making the Most of Teacher Evaluation, Charlotte Danielson
68
Purposes of Teacher Supervision
Quality Assurance
Professional Learning
Making the Most of Teacher Evaluation, Charlotte Danielson
69
What Evaluative Criteria
Levels of Performance
Weighting
Score Combining
Standard Setting
Teacher Supervision SystemTeacher Supervision System
How Procedures
Instruments
Personnel
Timelines
Due Process
Process for DecidingTraining for EvaluatorsProfessional Development for Teachers
Making the Most of Teacher Evaluation, Charlotte Danielson
70
A Blueprint for Teacher Supervision
Clear definition of teaching (the “what”)
Instruments and procedures that provide evidence of teaching (the “how”)
Trained supervisors who can make consistent judgments based on evidence
Process for teachers to understand the supervisory criteria
Process for making final judgment