module 2c facilitation guide -...

Module 2c: Facilitation Guide

Overview The goal of the presentation is to help teachers understand the Framework for Teaching, specifically 2c: Managing Classroom Procedures. As an observer, you will become intimately familiar with Charlotte Danielson’s Framework for Teaching and the nuances of each of the components; however, your teaching staff will have little to no understanding of how evidence is observed, collected, and leveled. This module presentation serves to bridge this knowledge gap in your school Use this Facilitation Guide to lead an engaging and effective presentation for teachers.

Training Materials

Module 2c: Facilitation Guide

Module 2c: Presentation (PowerPoint)

A Printed Copy of the EXIT CARD slide for each Teacher to complete

Framework at a Glance: Domains 2 and 3 (for each staff member) from previous session

Framework for Teaching from previous session

Back Up of Video Clips

Introduction Opening Talking Points:

A smoothly functioning classroom is a prerequisite to good instruction.

The best instructional techniques are worthless in a chaotic environment.

The Framework for Teaching by Charlotte Danielson

Why is this an important component of effective teaching? Opening Talking Points:

One of the marks of expert teachers is that they take the time required to establish their routines and procedures at the outset of the school year.

A hallmark of a well‐managed classroom is that instructional groups are used efficiently.

Little time is lost during a lesson, when directions are clearly explained; students know what to do and where to go.

A smoothly functioning classroom is a prerequisite to good instruction and high levels of student engagement. Teachers who demonstrate strengths in this component establish and monitor routines and procedures for the smooth operation of the classroom and the efficient use of time. Hallmarks of a well-managed classroom are that students work productively in instructional groups even when not under the direct supervision of the teacher, non-instructional tasks are completed efficiently, and management of transitions between activities and of materials and supplies is skillfully done in order to maintain momentum and maximize instructional time. The establishment of efficient routines, and teaching students to employ them, may be inferred from the sense that the class “runs itself.” At the highest level of performance, the students themselves contribute to the use of these routines.

& 4: The Elements Opening Talking Points:

This component may be broken down into four distinct and important elements. 1. Management of instructional groups. 2. Management of transitions. 3. Management of materials and supplies. 4. Performance of non‐instructional duties.

This component may be broken down into four distinct and important elements. As you review these elements, think about what they might look like in practice in the classroom.

Management of instructional groupsMuch work in classrooms occurs in small groups; small-group work enables students to work with their classmates, to discuss possible approaches to a problem, and to benefit from one another’s thinking. But students cannot be expected to automatically know how to work productively in small groups. These skills, like others, must be taught, and in a well-run classroom students are able to work independently in groups, with little supervision from the teacher.

Note: Grouping of students is also an element for 3c: Engaging Students in Learning. In that component, however, the focus is on use of student groups to maximize student engagement in learning. In other words, 3c deals with the nature of what students are doing in the small group; this component centers on the procedures students have been taught for working productively independent of direct teacher supervision.

Management of transitionsMany lessons engage students in different types of activities—large group, small group, independent work—and in a well-run classroom transitions between these different activities and grouping patterns proceed easily and smoothly. Little time is lost as students move from one activity to another; they know the drill and execute it seamlessly.

Management of materials and suppliesA clear indication of a teacher’s skill lies in the procedures for the distribution and collection of materials; experienced teachers have all necessary materials at hand and have taught students to implement the routines with a minimum of disruption to the flow of instruction.

Performance of non-instructional dutiesAccomplished teachers are masters of multitasking; they take attendance, for example, while students are beginning a task that has been written on the board. Furthermore, where appropriate, students themselves contribute to the design and execution of routines for other non-instructional matters, such as the lunch count or the return of permission slips for a class trip. Overall, little instructional time is lost in such activities.

Indicators

Opening Talking Points:

Determining a level of performance must be grounded in evidence found during an observation.

Students would be able to describe the classroom procedures.

Teachers can explain their procedures, how they have been developed, and how students were involved in their creation and maintenance.

(Discuss bullet points on slide)

Smooth functioning of all routines Little or no loss of instructional time Students play an important role in carrying

out the routines Students know what to do, where to move

Activity: Relevant because…

Activity Directions:

1. Having reviewed the indicators for Managing Classroom Procedures on the previous slide, select whether each piece of evidence is “relevant” or “not relevant” for the component.

(click to show evidence) 2. Have the teachers read the evidence, and assess using a showing of hands if they think that the

evidence is relevant or not. 3. Then click on the slide to get the explanation as to why this is relevant (note that all of these examples

are relevant for this exercise) (read explanation and repeat) 4. Allow for brief discussion.

One member of each small group collects materials for the table.

This observation is an indication that the teacher has established a procedure for how materials and supplies are managed in the classroom and that students follow the established procedure.

Roll-taking consumes much time at the beginning of the lesson and students are not working on anything.

This observation demonstrates that too much class time is dedicated to non-instructional duties. Having too much instructional time lost to non-instructional duties is an indication of a lower level of performance for Managing Classroom Procedures.

In small-group work, students have established roles; they listen to one another, summarize different views, etc.This observation serves as evidence that the teacher has

established effective practices for managing instructional groups. These observations indicate a higher level of performance.

‐12: Activity: Level of Performance


• The Framework for Teaching is a tool that provides clear expectations and standards to both the observer and the teacher.

• The rubrics provide a common set of criteria, a common language of professional practice.

Activity Directions:

1. Have teachers read The Framework for Teaching handout, pages 7‐9 relating to Domain 2c. 2. Review the directions on slide 7 for this activity. 3. Display and Read aloud the descriptions on slides 8‐11, giving 4‐5 minutes on each for teachers to

utilize their Framework to determine the performance levels of each. 4. Display the slide 12. Inquire by showing of hands what level the teachers would have placed each

description. Click on the presentation after each discussing each of the 4 scenarios to reveal the answers.

You will read four classroom observation descriptions. They are numbered so that we can reference them and in no way reflect their performance level. After each of the four description, jot down what performance level you would assign it and why.

1. Instructional time is maximized due to efficient classroom routines and procedures. Students contribute to the management of instructional groups, transitions, and/or the handling of materials and supplies. Routines are well understood and may be initiated by students.

2. There is little loss of instructional time due to effective classroom routines and procedures. The teacher’s management of instructional groups and/or the handling of materials and supplies is consistently successful. With minimal guidance and prompting, students follow established classroom routines.

3. Much instructional time is lost due to inefficient classroom routines and procedures. There is little or no evidence of the teacher managing instructional groups, transitions, and/or the handling of materials and supplies. There is little evidence that students know or follow established routines.

4. Some instructional time is lost due to only partially effective classroom routines and procedures. The teacher's management of instructional groups, transitions, and/or the handling of materials and supplies is inconsistent, leading to some disruption of learning. With regular guidance and prompting, students follow established routines.

Any surprises?

1. Highly Effective (Rubric Level 4)2. Effective (Rubric Level 3)3. Ineffective (Rubric Level 1)4. Partially Effective (Rubric Level 2)

(Discuss Results)

‐14: Level 3 Critical Attributes, Evidence, and Sample Video


The levels of performance described in the rubric correspond to developing expertise with respect to Managing Classroom Procedures.

We will first examine level of performance 3 in detail. Allow for brief discussion.

The students are productively engaged during small-group work. Transitions between large- and small-group activities are smooth. Routines for distribution and collection of materials and supplies work efficiently. Classroom routines function smoothly.

Level 3: Evidence Students get started on an activity while the teacher takes attendance. Students move directly between large- and small-group activities. The teacher has an established timing device, such as counting down, to signal

students to return to their desks. The teacher has an established attention signal, such as raising a hand or

dimming the lights. One member of each small group collects materials for the table. There is an established color-coded system indicating where materials should be

stored. In small-group work, students have established roles; they listen to one another,

summarize different views, etc. Clean-up at the end of a lesson is fast and efficient.





Procedures for transitions and for distribution/collection of materials seem to have been established, but their operation is rough.

Small groups are only partially engaged while not working directly with the teacher.

Classroom routines function unevenly.

Level 2: Evidence Some students not working with the teacher are off task. Transition between large and small group activities requires five

minutes, but it is accomplished. Students ask what they are to do when materials are being

distributed or collected. Students ask some clarifying questions about procedures. Taking attendance is not fully routinized; students are idle while

the teacher fills out the attendance form.





Students not working with the teacher are not productively engaged or are disruptive to the class.

There are no established procedures for distributing and collecting materials.

Procedures for other activities are confused or chaotic.

Level 1: Evidence When moving into small groups, students ask questions as to where

they are supposed to go, whether they should take their chairs, etc. There are long lines for materials and supplies, or distributing

supplies is time-consuming. Students bump into one another while lining up or sharpening

pencils. Roll-taking consumes a lot of time at the beginning of the lesson

and students are not working on anything else in the meantime.





In addition to the characteristics of a level of performance 3, Students take the initiative with their classmates to ensure that their

time is used productively. Students themselves ensure that transitions and other routines are

accomplished smoothly. Students take initiative in distributing and collecting materials efficiently

Level 4: Evidence Students redirect classmates in small groups not working directly with

the teacher to be more efficient in their work. A student reminds classmates of the roles that they are to play within

the group. A student redirects a classmate to the table she should be at following a

transition. Students propose an improved attention signal. Students independently check themselves into class on the attendance

board

Discussion


Teachscape is a resource in which teachers can log into to see more videos at each level under Module 2c: Levels of Performance, should they desire on their own.

After reviewing the Performance Levels for Domain 2c: Managing Classroom Procedures, do you think you could distinguish between them?

Did the sample videos of each of the performance levels in this component help to provide clarity in what each of the performance levels looks like?

Reflect on your classroom practices…. What would the performance level of your classroom on a typical day be as it relates to this component?

Our performance goal is to LIVE in 3… and vacation in 4.

Opening Talking Points: It is important that as we move through the modules that teachers understand that the expectations

for our staff is that we are all effective practitioners (Level 3).

Highly effective practices truly reflect students taking much of the responsibility and initiative.

Effective practitioners strive to be highly effective in their practices but due to external and necessary factors and duties of the profession, this cannot always be achieved. (ex. test giving, direct instruction mini‐lessons, flexibility in meeting student needs lead to a more teacher‐centric lesson)

Our performance goal is to LIVE in 3… and vacation in 4.

Session Reflection & Exit Card


A lot of new information was just disseminated and it will take time to digest it all.

Activity Directions: Have teachers complete the EXIT CARD as a reflection of session and submit to the facilitator to collect impressions and feedback.

An insight I had as a result of today’s session is…

Concepts from this session that are most applicable to my teaching practice are…

A question I have related to today’s session is…

module 2c facilitation guide -...

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