FFT PPT Introducing Your Staff to the Danielson Framework

Report
Implementation of CCLS and 2013-2013
NYCDOE Teacher Evaluation and
Development System (Danielson FFT)
June 6, 2013
Instructional Leads
Maria Brown, Michelle DiBlasi, Uzma Harris
1
Introducing Danielson’s
Framework for Teaching
Morning Session
> Introducing Danielson’s Framework
> Construct of a rubric
> Identifying good practices
> Underlying logic of the Framework for Teaching
> Viewing videos
> Low inference observations and rating evidence to rubrics
Afternoon Session
> FFT and supporting students with accessing complex texts
> Instructional shift of rigor in mathematics
> Aligning FFT to CCLS
> Standards of Mathematical Practices
2
Introducing the Competencies
Objectives:
Participants will:
• Understand the logic and structure of the Framework for
Teaching
• Explore the priority competencies and how they can
support improving teacher practice
3
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 the classroom of
a highly effective teacher.”
The Framework for Teaching Charlotte Danielson
4
Bucketing Activity: Share and sort your postits into categories and agree on a label for each
bucket.
Label:___
Label:___
Label:___
Label:___
5
Domain Focus—
Adapted from Danielson’s Framework for Teaching
Planning and
Preparation
What a teacher
knows and does in
preparation for
teaching.
Classroom
Environment
All aspects of
teaching that
lead to a culture
for learning in the
classroom.
Professional
Responsibilities
Instruction
What a teacher
does to engage
students in learning.
Professional
responsibilities
and behavior in
and out of the
classroom.
6
The Framework for Teaching
Domain 1: Planning and Preparation
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
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
The Framework for Teaching Charlotte Danielson
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
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
7
Reflection:
• In what ways do these competencies capture classroom
practice?
• Which of the priority competencies are most relevant to
your work? Why?
8
Interpreting Danielson’s Framework for
Our School
NYCDOE | June 2013
9
Part 1: Deepening our understanding of a
competency
Objectives:
Participants will…
• deepen their understanding of one competency from the
Framework for Teaching
• synthesize their understandings of that competency and
good teaching practice by developing Possible Examples
for Effective and Highly Effective performance.
10
Danielson framework: Unpacking our
understandings of effective teaching
What are the contents of each Competency?
Each group has been assigned a Competency:
Before reviewing the rubric for that competency,
Stop and Jot:
Without referring to the Danielson competency
rubric, how would your define your assigned
competency?
11
3 areas of focus for 2012 - 2013
Domain 1: Planning and Preparation
1e. Designing Coherent Instruction
Domain 3: Instruction
3b. Using Questioning and Discussion
Techniques
3d.Using Assessment in Instruction
12
Defining competencies
Use “Key Aspects of Competencies” Worksheet
1. Share your definitions with your group—
2. Group findings: Key attributes of this competency
(emerged across participant definitions and in Danielson)
3. Discussion questions:
• What are the areas of strong consensus?
• Are there significant differences in understanding that
need to be resolved?
13
Activity: Danielson Component
Exploration
In groups
For the assigned component:
Highlight key words that show the difference between levels of
practice.
e.g., some students v. all students; convergent v. open-ended
14
Example: Using Questioning and Discussion Techniques
Domain 3: Instruction
Component 3b: Questioning and Discussion Techniques
Description
(of each level of practice)
E.g., At a Highly Effective level, “The teacher uses a variety or series of
questions or prompts to challenge students cognitively, advance high level
thinking and discourse, and promote metacognition.”
15
Charting Evidence for Effective Teaching
Practices
COMPETENCY
___________
Highly effective
Effective
What would we
see and hear?
What are teachers
doing?
What are students
doing?
16
Reflection
• What might we see in your classroom practice, reflected in the
rubric language?
• What connections do you see between the components and
your work?
• What similarities and differences do you notice between your
definition of the competency and Danielson’s definition?
• Why is it important to establish common competency definitions
among teachers and school leaders?
• Did your group reach a common understanding of the
competency in your discussion?
17
Gathering Evidence and Examining Practice
Part 1: Gathering Evidence
Objectives:
Participants will:
• Understand what low-inference evidence is and how it
helps us accurately interpret teacher practice
• Use a rubric to interpret teacher practice
18
Interpreting Evidence From Observations
• Evidence is a factual reporting of events.
• Evidence may include teacher and student actions and/or
behaviors. It may also include artifacts prepared by the
teacher or students.
• Evidence is free of evaluation or interpretation.
Interpretation
Low-Inference Evidence
The pacing of the lesson was slow,
allowing for student restlessness,
disengagement, and disruptive
behavior.
Joe finished his independent work before
the allotted time and then took Jane’s
pen and materials.
The teacher made a connection to
previous learning.
The teacher said “today’s activities are
an extension of the work we did
yesterday.”
19
Evidence vs. Opinion…

Read each statement. Decide – is it lowinference evidence or opinion?

Discuss your answer with your elbow partner.

If you agree that the statement is an opinion,
how would you reword the statement so that it
is an evidence statement.
20
20
Evidence vs. Opinion…

The teacher said, “I assure you that today’s
lesson will be quite interesting.”

The teacher has planned and organized for
maximum effect.

The last activity, discussion of the key scene,
was rushed.

The teacher said that the Civil War was a
tragedy for U.S. civilization.
21
21
What are low-inference notes?
Low-inference notes describe what is taking place without drawing
conclusions or making judgments.
• What do you see and hear the teacher and students doing?
• What evidence can you gather of student learning?
• What will students know and be able to do at the end of the lesson?
Time
Teacher Actions
Student Actions
22
Overview of Norming Protocol
1. View a classroom lesson together.
2. Participants all gather low-inference
evidence—low inference data focuses on what
is seen and heard and does not sum up or
label those observations.
3. Guided Questions:
What did you see or hear in this lesson?
4. Review the appropriate rubric and determine a
rating supported by evidence.
23
Facilitators Questions for a Norming Protocol:
• What did you see or hear in this
observation?
• What evidence stands out?
• Where on the Framework would you place
this example of teaching?
• Why did you rate as you did? What is the
evidence?
24
Probing Questions:
> Were students cognitively engaged in
this lesson? What is the evidence?
> What did students do in this lesson?
Was it rigorous? How do you know?
> What was the lesson’s objective and did
students attain it? What is the
evidence?
25
If we are still not in agreement:
• Where are we differing? What is the area where we
disagree most?
• Do we disagree about what the evidence is or in how
we interpret the rubric?
• Does the preponderance of evidence point in one
direction?
• Are we valuing different facets of instruction
differently?
• Which of these has the greatest impact on student
learning?
26
Comparing Notes
Time
Teacher Actions
Student Actions
1:01
Teacher asked kids to stand and led
them in “The Days of the Week” song.
16 of the 27 kids stood up for the song.
1:03
Teacher asked “What day comes after
Saturday?”
Steven shouted out, “Monday!”
Most students laughed – 2 boys physically
rolled around and knocked over 2 girls.
Steven walked away from the group, and
sat in the opposite corner of the classroom.
Time
Teacher Actions
Student Actions
1:01
Teacher reviewed the days of the week.
Many students were not listening.
Steven called out over and over again
1:03
Teacher asked the question about the
days of the week.
What makes the first example stronger?
27
Best Practices for Observation
1.
Eliminate effects of bias. Enter the classroom without judgment and
work from evidence.
2.
Take low-inference notes. Write down only what teacher and students
say and do.
3.
Look for learning. Seek evidence of what students know and are able to
do.
4.
Remain, review, reflect. Pause to organize your evidence before rating.
28
Reflection:
• Why is it important to collect low-inference evidence
before trying to assess teacher practice?
• How can low-inference evidence support teacher
development?
29
Activity 2: Using the Competencies to
Interpret Teacher Practice
Objectives:
Participants will:
• practice taking low-inference notes
• interpret teacher practice aligned to the
competencies
30
Preparing to Observe
While you view: Take low-inference notes
on the Coding sheet titled “Look-For’s”.
Take down as much as you can. We will
only view the video once, as we can
only view classroom practice once.
Quick review of Rubric for 3b.
31
View Video of Teacher Practice
Grade 3
ELA- Book Clubs (FFT 3b – Questioning
and Discussion Techniques) LO 598
32
Reviewing Evidence
Low-inference evidence share:
In turn, each participant will share one thing they observed
• Make sure each item shared is low inference
• Each participant should have a turn to share before
participants share additional evidence
33
Reflections on Improving Practice:
• Identify an effective practice that you observed:
•
•
•
•
What evidence did you gather on this practice?
Why is it effective?
How can the teacher build on it to further student learning?
Use the rubric to identify the next steps for this teacher and
identify how she or he might get there.
• Identify an area for growth:
•
•
•
•
What evidence did you gather on this area?
Why is it a growth area?
What can the teacher do to improve student learning?
Use the rubric to identify the next steps for this teacher in this
area and identify how she or he might get there.
34
Effective Lesson Planning
3rd grade lesson plan accompanying video on
ELA Book Clubs
> Alignment to FFT 3b– Questioning and
Discussion Techniques and 1e- Designing
Coherent Instruction
> Providing choice to students
> Implications for next year
> Sample lesson plan template
35
ARIS Learn Overview
Modules supporting FFT and CCLS
690 Connecting the Common Core Learning Standards to
the Danielson Framework for Teaching
608 Elementary Classroom Video
454 Engaging Students in Learning
607 K-2 Classroom Video
672 Use of the Danielson Framework
36
A collaborative cycle of observations and feedback
drives teacher growth.
1. Observe
The school leader gathers
low-inference evidence of
teacher practice.
3. Develop
The teacher implements
next steps with support from
the school leader.
2. Prepare and
Share Feedback
The school leader assesses
practice; school leader and
teacher prioritize and
determine 2-3 next steps.
37
Supporting Students in Accessing
Complex Texts LO 691
Read sample text on Child Labor
Why use open-ended text based questions?
IFL Patterned Way of Reading, Writing, and Talking
Re-reading texts 4 times for different purposes
38
Exploring the Instructional Shift of Rigor
in Mathematics LO 688
> Major changes in math instruction
required by the Common Core
> Compare two 2nd grade place value
activities using the instructional shift
of rigor
> Implications for math instruction
39
Guiding questions
What do students need to know and be able to
do in each activity?
What elements of the rigor shift do we see
evidence of? What elements are missing?
In which activity do you see more evidence of
the rigor shift?
How might you further incorporate the elements
of the rigor shift into this activity?
40
Reflection:
• As you begin / continue to plan for
the 2013 – 2014 school year, what
is one change that you can make in
your classroom practice to address
the instructional shifts in rigor?
41
Connecting the CCLS and FFT: Aligning
Standards of Mathematical Practice
(SMP) to 3b LO 690
• Analyze Standards for Mathematical Practice
• View video
• Align evidence to FFT 3b
• Research article on fluency: using research to inform
teaching practice
42
Reflection:
• What new insights have you
gained about questioning and
discussion techniques that can
advance student thinking?
43

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