January 4 Danielson PPT Activity

Happ y%New%Year!%

Early%Release%

January%4,%2017

A"PEPG"Refresher…

Purpose%of%the%Da y

• To"return"to " the" elements"of"the"PEPG"System" as" well"as"the"

framework"to"refresh"our"collective"memories

• So"the"learning"target"is:

• Teachers"will"be"able"to"apply"concepts"from"the"framework"in"

describing"and"selecting"sources"of"evidence"to"meet"the"

criteria"outlined"in"the"framework"rubric.

Organization%of%the%Day…

• Please"divide"into"small"groups"of"no"more"than"four

• Review"the"slides"

• There"are"also"a"few"activities"to"complete"along"the"way

• Keep"them"for"your"professional"growth"portfolio

The$Comple xity$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,"nuanced,"and"frightening"activity"that"our"

species"has"ever"invented...."The"only"time"a"

physician"could"possibly"encounter"a"situation"of"

comparable"complexi t y"would"be"in"the"emergency"

ro om"of"a"hospital"during"or"after"a "natural"di saster”

Lee"Shulman,"The$Wisdom$of$Practice,"2004

The$Gro wth$&$E v aluation$S y stem

Two$purposes:

•Quality"Assurance

•Professional"Learning

Remember%this%is%a%process,% not%an%event%…

Domain"1:"Planni ng"and"Preparation

Domain"2:"The"Clas sroom"Environment

Domain"3:"Instruction

Domain"4:"Professional"Respons ibilities

The%Four%Domains:

Performance$Levels

Four$Levels$of$E ffectiveness:

1------ Ineffective

2------Developing""

3------Effective"

4------Highly"Effective

A word from Charlotte…

“Everyone likes to visit

Distinguished, but nobody

lives there…”

Group Activity One

• Each person in the group select one of the four domains to

review

• Examine the language embedded in the rubric

• Look in particular at the descriptors (adjectives & adverbs)

• List or underline examples of the describing words in each

performance level

• Share/compare the words for each performance level

• Example from indicator 1a (developing):

• The teacher is familiar with the important concepts in the discipline but

displays a lack of awareness of how these concepts relate to one another.

The teacher indicates some awareness of prerequisite learning, although

such knowledge may be inaccurate or incomplete. The teacher's plans and

practice reflect a limited range of pedagogical approaches to the

discipline or to the students.

•In general, it looks something

like this...

Performance%Levels:%%Key%W ords

Ineffective Developing Effective Highly

Effective

Lack of

Unaware

Little to no

Unsafe

Unclear

Avoids

Unsuitable

None

Partial

Generally

Inconsistently

Attempts

Awareness

Moderate

Minimal

Some

Consistent

Frequent

Successful

Appropriate

Clear

Positive

Smooth

Most

Seamless

Extensive

Maximized

Skillful

Preventative

Leadership

STUDENTS

Always

Levels of cognition and constructivist learning increase

Sour c es$of$Evidenc e$for$Teachin g

• Observation

• Pre"Observation"– use"mapping"to"identify"

what"will"be"taught

• Post"observati on"– use"mapping"to"determine"

at"what"level"perfor ma nce"was"reached

• Examination"of"Artifacts

• Essent ial"for"D omains"1"and"4

• Curriculum"mapping"contains"resources"as"a"

component

Domain 1: You are the Designer

“An essential act of our profession is to design curriculum and

learning experiences to meet specified purposes. We are also designers

of assessments to diagnose student needs to guide our teaching and to

enable us, our students, and others to determine whether our goals

have been achieved.”

--Wiggins and McTighe

Domain$1:$$Planning$and$

Prepar ation

a.Demonstrating%knowledge%of%%content%and%pedagogy%%

a.Demonstrating%knowledge%of%students

b.Setting%instructional%outcomes

c. Demonstrating%knowledge%of%resources

d.Designing%coherent%inst ruc tion

e.Designing%student%assessments%

Domain 1 Examples:

• Lesson and unit plans

• Evidence of familiarity with IEPs and other student support

documentation

• Evidence of collaboration with student support personnel

• Evidence of knowing students as individuals

• Evidence of understanding of developmental differences

• Use of varied resources in lesson plans, units and classroom

visitations

• Evidence of a range of formative and summative assessments

that are focused on students learning

• Evidence of varied activities to enhance learning

• Use of curriculum mapping and other planning strategies

Domain 2: You are the Architect

…working with your students to build and maintain a safe, respectful

and invigorating environment for learning!

Domain$2:$$The$Classroom$

Environment

a. Cre ating%an%environment%of%respect%and%rapport

b. Establishing%a%culture%for%learning

c. Managing%%classroom%procedures

d. Managing%student%%behavior

e. Organizing%physical%space

Some%2a%E vidence%Statements:

• Teacher$greets$students$by$name$as$they$enter$the$classroom.

• Students$self$monitor$when$others$talk$during$a$classmate’s$presentation.

• Students$roll$their$eyes$at$a$classmate’s$idea.$Teacher$does$not$respond.

• The$quality$of$teacher-student$interaction$is$uneven,$with$occasional$

disrespect.

• Teacher$demonstrates$knowledge$and$caring$about$students’$lives$beyond$

school.

• Teacher$responds$to$disrespectful$behavior$among$students.

• Students$wait$for$classmates$to$finish$speaking$b efore$beginning$to$talk.

• Teacher$says,$“Don’t$talk$that$way$to$ your$classmates,”$and$the$insults$stop.

• The$teacher$does$not$call$students$by$name.

• A$few$students$do$not$engage$with$other$c lassm ates,$even$when$in$small$

groups.

• There$is$no$disrespectful$behavior$among$students.

Domain 3: You are the Teacher

“Domain 3 is the heart of the framework for teaching; it

describes the critical interactive work that teachers undertake

when they bring complex content to life for their students.”

-Charlotte Danielson

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

Using%assessment%in%

instruction…

FORMATIVE$ASSESSMENT

• Happens"during teaching

• Focus"is"on"assessm ent"FOR

learning

• Purpose"is "to"know"whether"

they"are"getting"it,"and"

therefore"whether"YOU ne ed"

to"adjust"your"instruction"

strategies

SUMMATIVE$ASSESSMENT

• Happens"after0teaching

• Focus"is"on"assessm ent"OF0

learning

• Purpose"is "to"evaluate0

student0performance to"mak e"

decisions"a bout "grades,"

course"completion,"

graduation,"etc.

Four"big"questions"…

For$Formative$Assessment:

• What0are0students0supposed0to0be0learning?

• How0do0I0know0if0they0are0learning0it?

• What0am0I0going0to0do0differently0if0they0are0not?

• What0am0I0going0to0do0to0differentiate0for0students0who0are0“all0

over0it”0and0need0an0additional0challenge?

Ex amples"3c:"Eng aging"students"in"learning

Prof icient"Performance"is"described"this"way:

“The$learning$tasks$and$activities$are$aligned$with$the$

instructional$outc omes$and$are$designed$to$challenge$student$

thinking,$resulting$in$active$intellectual$engagement$by$most$

students.”

Distinguished"Performance"is"described"this"way:

“Virtually$all$students$are$intellectually$engaged$in$challenging$

content$through$well$designed$learning$tasks$and$suitable$

scaffolding$by$the$teacher.$$There$is$evidence$of$some$studen t$

initiation$of$inquiry$and$student$contributions$to$the$exploration$

of$important$content.”

Ex amples"3d:"Using"assessment"in"

instruction

Prof icient"Performance"is"described"this"way:

“Assessment$ is$used$regularly$during$instruction,$resulting$in$

accurat e$and$specific$feedback$that$advances$learning.$$Students$

appear$to$be$aware$of$the$assessment$criteria$and$some$of$them$

engage$in$self-assessment.”

Distinguished"Performance"is"described"this"way:

“Assessment$ is$fully$integrated$into$assessment,$through$

extensive$use$of$formative$assessment.$There$is$some$evidence$

students$have$contributed$to$the$assessment$criteria.$$A$variety$

of$feedback,$from$both$teacher$and$peers,$is$accurate,$specific$

and$advances$learning.”

Domain 4: You are the

Professional

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. Showing%professionalism

Domain 4 Examples

• Examples of accurate records; attendance, monitoring student

progress

• Examples of student completion of assignments

• Examples of parent communication

• Examples of participation in or leadership of school or district

activities or initiatives

• Examples of professional development and ways that

professional learning was shared with colleagues

• Examples of collaborative actions with colleagues for the

purpose of increased student learning and achievement

• Examples of reflective communication focused upon

professional growth

Think"of"ex amples"…

• Work$in$your$pair/group.$$$Use$the$sheet$provided$to$think$of$real$

examples$of$proficient$or$distinguished$performance$with$regard$to$

at$least$three$of$the$following:$

• Instructional$groups

• Transitions$from$one$activity$to$the$next

• Creating$an$environment$of$respect

• Engaging$students$in$learning

• Using$assessment$in$instruction

• Communicating$with$families

• Participating$in$a$professional$community

• Give$specific$examples$of$how$we$could$see$proficient$or$

distinguished$examples$of$these$components$in$your$classroom

Example0for0managing0class0procedures:$$In$my$class,$students$are$assigned$

rotating$roles$to$distribute$and$collect$materials$such$as$art$supplies$or$lab$

equipment.$$They$are$collected$at$the$end$ of$each$class$period$to$ensur e$safety.

The Key…

• Is to see the process as an opportunity

to learn and to see the rubric as a

guide for your own professional growth.

Take responsibility in the process to

feel more ownership.