The Danielson framework is a tool that is used to evaluate teachers’ performance in the classroom. The framework is based on educational researches that have identified several responsibilities that are essential for student to learn in the classroom. Therefore, these responsibilities are required and are things that teachers should be aware of and should be able to do as a teacher. The framework is also aligned with the Common Core Standards philosophy. As a result, the framework emphasizes critical thinking and active participation by students. The framework is composed of 4 domains and 22 components. Each component has a level of performance; unsatisfactory, basic, proficient and distinguished. The lowest score is unsatisfactory and the highest level is distinguished. The framework makes it easy for teachers to be evaluated and understand their score because it describes the performance for each component and provides possible examples for the levels of performance in all of the components. The examples show how a particular skill of teaching might look like in the classroom. The first domain is planning and preparation. The six components within this domain are about how teachers should plan and prepare their lesson for their students to have the most impact. Teachers that have a positive impact on student performance is knowledgeable about their subject matter, know their students, set appropriate outcomes for students, use appropriate resources for instruction, have
Domain C consists of different components such as making content accessible (TPE 4), Student Engagement (TPE 5), Developmentally Appropriate Teaching Practices (TPE 6), and Teaching English Learners (TPE 7). These TPEs have the different components. First, teacher connects students’ prior knowledge, life experiences, and interests with learning goals. For this purpose, the student understands the lesson way better if teacher relates the student’s background information to the topic. Second, teacher promotes self-directed, reflective learning for all students, by engaging students in problem-solving, critical thinking and other activities that make subject matter meaningful. For instance, the teacher who makes hands-on activities toward the students is
Danielson’s framework is much more detailed and can be divided into 4 main frameworks: planning and preparation, classroom environment, instruction and professional responsibilities (Danielson, 2007). The HSTW framework is not as detailed, because here we find only 10 key practices that should be applied: high expectations from students, plan of study, academic studies, career and technical studies, work-based learning, teachers working together, students actively engaged, guidance, extra help and developing a culture of continuous improvement (Virginia Department of Education, n.d.).
Napavine’s goal is to engage and inspire critical thinking skills in every student through instruction that is individually relevant, motivating, aligned and diverse. Our action plan is for both the elementary and junior/senior high schools to utilize the Marzano Instructional Framework as a guide to student learning and professional growth. We have established that building administrators and teachers will utilize the Marzano Frameworks to guide professional growth discussions, goal setting meetings, and to identify future professional development opportunities. We have also established a Teacher/Principal Evaluation Program (TPEP) committee who will plan and guide professional development that includes a teacher leader to provide evaluation and framework training. Our School Improvement Plan (SIP) identifies Marzano instructional practices on a yearly basis as a school-wide focus for implementation and/or improvements. We also hold student growth meetings each fall between school administrators and teachers to revolve around students at risk of falling behind their peers and student sub-groups who may be collectively behind the total student population (closing the achievement gap). We plan to make time for instructional rounds during the school year to facilitate professional growth among teachers.
Comparably, the National Board for Professional Teaching Standards (NBPTS) contends the best way to bring about improvement and impact the learning outcomes of every student, is to improve teaching. The 63 board panel mostly consisting of teachers that volunteer and operate a national system that assesses and grants national board certification to eligible teachers. The board certification is a demanding and detailed undertaking. There is a four part written assessment to determine the content area knowledge of national board candidates. The scripted assessment is compiled in a written portfolio. The electronic six part assessment exercise can be taken at an assessment center in the national board candidate’s state (NBPTS, 2013).
Second, Familiarization for teacher evaluation. Teacher familiarization acclimation comprises of continuous expert learning using GaDOE gave materials on each of the ten performance standard principles which are the assessment 's premise framework.
I have known for some time that my weakest area on Charlette Danielson’s Framework for Teaching is asking questions that require higher order thinking. As a first grade teacher there is so much information that I am presenting to them that we move at a very fast pace. I am constantly checking for understanding, but my questions focus on knowledge and comprehension. I rarely take time for lengthy discussions that allow the children to express their opinions and interpretation of the information presented. The Idaho State Standards and the Danielson framework make it clear that this is an area I need to focus on and that I must make time for it in my very hectic schedule. I developed a plan of action to assist me in this process and set a goal to have 80% of my students score a 70% or higher on their written reading responses and a 3 or higher on their oral reading
This independent reading report focuses on Tools For Teachers by Fred Jones. This book is excellent at describing the nuts and bolts of teaching. It is a refreshing balance to the theoretical works of Vygotsky and Piaget, and it is a solid start for people who are focused on the tangible, practical aspects of what to do at 8am on their first day of classes, when the “Zone of Proximal Development” just doesn’t seem helpful enough. Dr. Jones, a psychologist from UCLA, based his methods off of countless hours of observing natural teachers. When he’d interview these naturals and asked them why they were successful, he found they weren’t able to articulate the tangible things they were doing. This book is Dr. Jones’ best shot at this articulation. It’s a practitioner’s manual; backed up by evidence, but not overloaded with jargon. It is the best educational book I have ever read. In this report, I will describe how Dr. Jones defines classroom management, detail the primary tenants of his system, discuss the differences and similarities of Dr. Jones’ system to the research and ideas we’ve learned about in class, and present how the ideas from Tools For Teaching have practical application in my own future classroom.
One of the strengths of using the Danielson’s Framework at Stevenson is to improve student learning through a variety of feedback process. Danielson’s Framework promotes reflection on practice, defines clear criteria for evaluation of current practice, provides feedback on curriculum, instructional, and assessment practices, supports fostering a culture of professional learning and collaboration, and ensures faculty continue to grow professionally.
4a. Reflecting on Teaching – You submitted the framework rubric, highlighted, indicating where you believe you fall in each of the domain components. More specifically, you included hand written notes for each of your selections to support your choices. Your notes included information on how your learning outcomes were individualized for an ELL student in your classroom, how you referenced the unit essential question to develop conceptual understanding of the unit, and how you modified your summarizing activity at the end of the lesson, and that was only a few of the comments recorded on the paperwork you turned in. In addition, during the post-observation, you provided a thoughtful and accurate assessment of the lesson’s effectiveness,
Close your eyes and think back to your favorite teacher. What made him or her your favorite? Was it the way they taught you? Did they teach you in a way that you did not entirely know that you were learning? Did they make you want to know more? Most likely what made them your favorite teacher was something about the way they instructed you made a difference in the way that you learned what they were conveying to you.
Sarah is a second grade teacher at Punchbowl Public School. Her classroom is working at meeting outcomes at a high Stage 1 level. Sarah has a class of 26 students and with her beliefs in teaching she creates an effective learning environment for every student. Through her implementation of Classroom management, structure, organisation, essentials for literacy, effective communication and introducing technology she achieves goals she has set in helping her students improve and satisfies herself by seeing the results of her hard work.
The Addie Concept is what Branch uses as a perspective to learning and teaching. Comparing the 6 schools of philosophy of learning and assessment and evaluating them with teaching is not an easy task. This concept does have some use in informing others of small units of instruction but receiving feedback would be an area that it lacks clarification and design. The framework of the concept is encircled with revisions surrounding Analyze, Design, Develop, Implement and Evaluate. We as teachers are to identify probable causes for performance gaps. We are able to verify desired performances and appropriate testing methods to generate and validate learning resources. In this approach instructors are to engage students using a prepared learning environment
Many educators will argue what makes an effective teacher and how that correlates with the function of the classroom. When we talked about how to be an effective teacher we discussed three components, teaching through problem-solving and selecting appropriate tasks, creating appropriate environments and using appropriate interventions. In my field experience, I was able to observe these three effective mathematics teaching components and understand how they apply to the classroom. After leaning about these components, I was then able to use them in my personal experience and see how they
Teaching qualities are among the most influential factors in this equation. There is no doubt that teaching activities as well as teachers ' devotion are essential to students ' learning outcomes. Discussing variables that might have influenced teachers ' teaching qualities is beyond the scope of this article. However, students ' learning outcomes as well as their learning process could provide insightful information on teachers ' teaching qualities. Like students, teachers also want to have immediate feedback on their teaching qualities. Learning technologies have made this become true. With learning analytical tools, teachers could review students ' learning outcomes from their grade books and their learning process from their participation rates, which are demonstrated from their log data.
Miller (1990) introduced his pyramid of educational objectives consisting of four levels: “Lowest level of pyramid is knowledge (Knows), ascending up is competence (knows how), performance (shows how), action (does)”. Knows - represents the basic facts, knows how to apply knowledge, shows how – demonstration of skills and does – competent real life practice. The four level of the pyramid reflects the level of knowledge and competence on which all the assessment methods of today are based on thus constituting the basement framework of education and assessment.