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Charlotte Danielson Framework PP
The Charlotte Danielson Framework is a tool for evaluating teacher effectiveness and professional practice. It outlines four domains of teaching responsibility: planning and preparation, classroom environment, instruction, and professional responsibilities. Each domain contains multiple components that provide standards and guidelines for teaching performance levels ranging from unsatisfactory to distinguished. The framework is designed to enhance teaching quality and support professional growth.
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Similar to Charlotte Danielson Framework PP
Charlotte Danielson Framework PP
- 1. Charlotte Danielson Framework Enhancing Professional Practice Adapted with Charlotte Danielson’s permission from Enhancing Professional Practice: A Framework for Teaching Gloria Harper Chief Program Officer, Golden Apple [email protected]
- 2. Planning and Preparation Charlotte Professional Responsibilities Danielson Classroom Environment Framework Instruction 2
- 3. Qualities of DistinguishedTeachers From A Framework for Teaching by Charlotte Danielson - Adapted from CEC workshop Domain 1 Planning and Preparation Domain 2 Demonstrating Knowledge of Content The Classroom Environment and Pedagogy Creating an Environment of Respect Demonstrating Knowledge of and Rapport Students Establishing a Culture for Learning Setting Instructional Outcomes Managing Classroom Procedures Demonstrating Knowledge of Resources Managing Student Behavior Designing Coherent Instruction Organizing Physical Space Designing Student Assessments Domain 4 Domain 3 Professional Responsibilities Instruction Reflecting on Teaching Communicating with Students Maintaining Accurate Records Questioning and Discussion Techniques Communicating with Families Engaging Students in Learning Participating in a Professional Community Using Assessment in Instruction Growing and Developing Demonstrating Flexibility and Professionally Responsiveness Showing Professionalism 3
- 4. Domain 1 -Planning and Preparation
- 5. Planning and Preparation 1a Demonstrating Knowledge of 1b Demonstrating Knowledge of Students Content and Pedagogy • Knowledge of Child and Adolescent • Knowledge of Content and the Structure of Development the Discipline • Knowledge of the Learning Process • Knowledge of Prerequisite Relationships • Knowledge of Students’ Skills, Knowledge, and • Knowledge of Content-Related Pedagogy Language Proficiency • Knowledge of Students’ Interests and Cultural Heritage • Knowledge of Students’ Special Needs Gloria Harper - Golden Apple – 2012 5
- 6. 1c Setting Instructional 1d Demonstrating Knowledge of Outcomes Resources • Value, Sequence, and • Resources for Classroom Use Alignment • Resources to Extend Content • Clarity Knowledge and Pedagogy • Balance • Resources for Students • Suitability for Diverse Students Gloria Harper - Golden Apple - 2012 6
- 7. 1e Designing CoherentInstruction 1f Designing Student Assessment • Learning Activities • Congruence with Instructional • Instructional Materials and Outcomes Resources • Criteria and Standards • Instructional Groups • Design of Formative Assessments • Lesson and Unit Structure • Use for Planning Gloria Harper - Golden Apple - 2010 7
- 8. Domain 2 -The Classroom Environment Gloria Harper - Golden Apple - 2012 8
- 9. 2a Creating anEnvironment of Respect and Rapport Teacher interaction with students, Student interactions with other students, including both words and actions including both words and actions • Reflect genuine respect and caring • Students demonstrate genuine for individuals as well as groups of caring for one another and monitor students. one another’s treatment of • Students appear to trust the teacher peers, correcting classmates with sensitive information. respectfully when needed. 9
- 10. 2b Establishing aCulture for Learning Importance of the content and of learning • Students demonstrate through their active participation, curiosity, and taking initiative that they value the importance of the content. Expectations for learning and achievement • Instructional outcomes, activities and assignments, and classroom interactions convey high expectations for all students. • Students appear to have internalized these expectations. 10
- 11. 2b Establishing aCulture for Learning Student pride in work • Students demonstrate attention to detail and take obvious pride in their work, initiating improvement in it by, for example, revising drafts on their own or helping peers. Gloria Harper - Golden Apple - 2010 11
- 12. 2c Managing ClassroomProcedures Management of instructional groups • Small-group work is well organized, and students are productively engaged at all times, with students assuming responsibility for productivity. Management of transitions • Transitions are seamless with students assuming responsibility in ensuring their efficient operation. 12
- 13. 2c Managing ClassroomProcedures Management of materials and supplies • Routines for handling materials and supplies are seamless, with students assuming some responsibility for smooth operation Performance of non-instructional duties • Systems for performing non-instructional duties are well established, with students assuming considerable responsibility for efficient operation. Gloria Harper - Golden Apple - 2010 13
- 14. 2d Managing StudentBehavior Expectations • Standards of conduct are clear to all students and appear to have been developed with student participation. Monitoring of student behavior • Monitoring by teacher is subtle and preventive. Students monitor their own and their peers’ behavior, correcting one another respectfully. 14
- 15. 2d Managing StudentBehavior Response to student misbehavior • Teacher response to misbehavior is highly effective and sensitive to students’ individual needs, or student behavior is entirely appropriate. Gloria Harper - Golden Apple - 2010 15
- 16. 2e Organizing PhysicalSpace Safety and accessibility • The classroom is safe, and students themselves ensure that all learning is equally accessible to all students. Arrangement of furniture and use of physical resources • Both teacher and students use physical resources easily and skillfully, and students adjust the furniture to advance their learning. 16
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- 18. 3a: Communicating withStudents Expectations for learning Teacher makes the purpose of the lesson or unit clear, including where it is situated within broader learning, linking that purpose to student interests. Directions and procedures Teacher’s directions and procedures are clear to students and anticipate possible student misunderstanding. 18
- 19. 3a Communicating withStudents Explanations of content Teacher’s explanation of content is imaginative and connects with students’ knowledge and experience. Students contribute to explaining concepts to their peers. Use of oral and written language Teacher’s spoken and written language is correct and conforms to standard English. It is also expressive, with well-chosen vocabulary that enriches the lesson. Teacher finds opportunities to extend students’ vocabularies Gloria Harper - Golden Apple - 2010 19
- 20. 3b: Using Questioningand Discussion Techniques Quality of questions Teacher’s questions are of uniformly high quality, with adequate time for students to respond. Students formulate many questions. Discussion techniques Students assume considerable responsibility for the success of the discussion, initiating topics and making unsolicited contributions. Student participation Students themselves ensure that all voices are heard in the discussion. 20
- 21. Component 3c: EngagingStudents in Learning Activities and assignments All students are cognitively engaged in the activities and assignments in their exploration of content. Students initiate or adapt activities and projects to enhance their understanding. Grouping of students Instructional groups are productive and fully appropriate to the students or to the instructional purposes of the lesson. Students take the initiative to influence the formation or adjustment of instructional groups. 21
- 22. 3c Engaging Studentin Learning Instructional materials and resources Instructional materials and resources are suitable to the instructional purposes and engage students mentally. Students initiate the choice, adaptation, or creation of materials to enhance their learning. Structure and pacing The lesson’s structure is highly coherent, allowing for reflection and closure. Pacing of the lesson is appropriate for all students. Gloria Harper - Golden Apple - 2010 22
- 23. Component 3d: UsingAssessment in Instruction Assessment criteria Students are fully aware of the criteria and performance standards by which their work will be evaluated and have contributed to the development of the criteria. 23
- 24. 3d Using Assessmentin Instruction Monitoring of student learning Teacher does not monitor student learning in the curriculum. Feedback to students Students not only frequently assess and monitor the quality of their own work against the assessment criteria and performance standards but also make active use of information in their learning of progress. Gloria Harper - Golden Apple - 2010 24
- 25. 3e: Demonstrating Flexibilityand Responsiveness Lesson adjustment Teacher successfully makes a major adjustment to a lesson when needed. Response to students Teacher seizes a major opportunity to enhance learning, building on student interests or a spontaneous event. 25
- 26. 3e Demonstrating Flexibilityand Responsiveness Persistence Teacher persists in seeking effective approaches for students who need help, using an extensive repertoire of strategies and soliciting additional resources from the school. Gloria Harper - Golden Apple - 2010 26
- 27. DOMAIN 4: PROFESSIONAL RESPONSIBILITIES 27
- 28. 4a: Reflecting onTeaching Accuracy Teacher makes a thoughtful and accurate assessment of a lesson’s effectiveness and the extent to which it achieved its instructional outcomes, citing many specific examples from the lesson and weighing the relative strengths of each. Use in future teaching Drawing on an extensive repertoire of skills, teacher offers specific alternative actions, completes with the probable success of different courses of action. 28
- 29. 4b: Maintaining AccurateRecords Student completion of assignments Teacher’s system for maintaining information on student completion of assignments is fully effective. Students participate in maintaining the records. Student progress in learning Teacher’s system for maintaining information on student progress in learning is fully effective. Students contribute information and participate in interpreting the records. Non-instructional records Teacher’s system for maintaining information on non-instructional activities is highly effective, and students contribute to its maintenance. 29
- 30. 4c: Communicating withFamilies Information about the instructional program Teacher provides frequent information to families, as appropriate, about the instructional program. Students participate in preparing materials for their families. Information about individual students Teacher provides information to families frequently on student progress, with students contributing to the design of the system. Response to family concerns is handled with great professional and cultural sensitivity. 30
- 31. 4c Communicating withFamilies Engagement of families in the instructional program Teacher’s efforts to engage families in the instructional program are frequent and successful. Students contribute ideas for projects that could be enhanced by family participation. Gloria Harper - Golden Apple - 2010 31
- 32. 4d: Participating ina Professional Community Relationships with colleagues Relationships with colleagues are characterized by mutual support and cooperation. Teacher takes initiative in assuming leadership among the faculty. Involvement in a culture of professional inquiry Teacher takes a leadership role in promoting a culture of professional inquiry. 32
- 33. 4d Participating ina Professional Community Service to the school Teacher volunteers to participate in school events, making a substantial contribution, and assumes a leadership role in at least one aspect of school life. Participation in school and district projects Teacher volunteers to participate in school and district projects, making a substantial contribution, and assumes a leadership role in a major school or district project. Gloria Harper - Golden Apple - 2010 33
- 34. 4e: Growing andDeveloping Professionally Enhancement of content knowledge and pedagogical skill Teacher seeks out opportunities for professional development and makes a systematic effort to conduct action research. Receptivity to feedback from colleagues Teacher seeks out feedback on teaching from both supervisors and colleagues. Service to the profession Teacher initiates important activities to contribute to the profession. 34
- 35. 4f: Showing Professionalism Integrityand ethical conduct Teacher can be counted on to hold the highest standards of honesty, integrity, and confidentiality and takes a leadership role with colleagues. Service to students Teacher is highly proactive in serving students, seeking out resources when needed. Advocacy Teacher makes a concerted effort to challenge negative attitudes or practices to ensure that all students, particularly those traditionally underserved, are honored in the school. 35
- 36. 4f: Showing Professionalism Decisionmaking Teacher takes a leadership role in team or departmental decision making and helps ensure that such decisions are based on the highest professional standards. Compliance with school and district regulations. Teacher complies fully with school and district regulations, taking a leadership role with colleagues. 36