learning-focused supervision using the framework for teaching as a foundation for improving student...

Learning-Focused Supervision

Using the Framework for Teaching as a Foundation for Improving Student Learning

BridgetDoogan

[email protected]

Desired Outcomes

Encouraging professional learning

Recognizing and celebrating good practice

Fostering professional collaboration and community

Improving student learning by promoting quality

teaching

The Framework for Teaching Charlotte Danielson

Some key questions

What might be some of the best outcomes/hopes/benefits of an effective supervisory process?

How can the supervisory process foster continuous learning, and why doesn’t that happen currently?

Describe how an experience you had while being supervised had/didn’t have an effect on your actual practice.

LFS-Copyright 2008-Miravia LLC-All rights reserved


Driving Forces

Shifting From Shifting to

• A teaching focus • A learning focus

• Teaching as private • Teaching as collaborative practice practice

• School improvement as • School improvement as an option a requirement

• Accountability • Responsibility

Student Learning

We tend, as teachers, to think that our students learn because of what we do. That’s not correct. Our students don’t learn because of what we do; they learn because of what they do.

Our challenge, then, is to engage them in intrinsically interesting work that will yield the learning we want.

The Danielson Group, 2009


Self-directed, highly performing, professionally satisfied teachers

Self-monitoring Self-managing Self-modifying


Effects of Written Reports on Teacher’s Practice How many hours on average do you spend

on a complete “cycle” of teacher evaluation? Estimate the total number of written evals you

have done X hours = hours you have devoted What impact has this had on improving

teaching practice?

Three Functions of Supervision

A CONTINUUM OF LEARNING-FOCUSED INTERACTION

CONSULTCOLLABORATECOACH CALIBRATE

Information & Analysis

LFS-Copyright 2008-Miravia LLC

4 Roles in the Continuum

Learning Focused Supervision - 4 Roles

Discuss examples of activities that reflect each of the four supervision roles in your work


Coaching

Supervisor’s Role Outcome Characteristics

Support:

•Thinking•Problem solving•Goal clarification

Increase expertise in planning, teaching and reflecting on practice.

Develops teacher’s internal resources and self-coaching over time.

Non judgmental

Attends to the emotional and mental processes of the teacher


Collaborating


Co-develop ideas, information and plans with the teacher

Co-analyze data samples

A set of possible approaches, solutions, plans.

RespectfulParticipatoryCollegial


Consulting


Share essential information about learning, learners, curriculum, policy, procedures, standards, effective practices.

Share principles of practice and habits of mind.

Teachers internalize principles of learning and teaching enabling them to independently generate approaches and solutions

Not just compliance.

Learning focused

Supportive

Not just advice or solutions – but promotes the thinking tools for tacking future challenges


Calibrating


Ensure practice calibrates to performance standards and expectations.

The process of matching performance to standards.

Use of resources for reference – models, exemplars, data.

Promote transfer of learning into improved classroom practices that produce positive changes in student actions and outcomes.

Clarity on the standards

Focus on products, performances, data. (Third point)



Flawed operating assumptions regarding supervision

That telling a teacher what we think of their teaching will change it

That NOT telling them what we think will change it That telling them what to do will cause it to happen That one or few conversations will work That our superstars don’t need real feedback

The Research Foundation

The nature of learning:- it is done by the learner- involves active intellectual engagement

The nature of student motivation:- the need for human connection - the drive for competence and mastery- the need for autonomy and choice- students’ intellectual curiosity

Differing views of human intelligence

The Danielson Group, 2009


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 good; if I had a child this age, this is the class I would hope for.”

Jot your ideas

On a post-it paper, jot down 2-3 things you might see or hear in the classroom of an expert teacher. Use one post-it per idea.

The Danielson Group2009

The Domains

Domain 1: Planning and Preparation

Domain 2: The Classroom Environment

Domain 3: Instruction

Domain 4: Professional Responsibilities



The Framework for TeachingSecond Edition

DomainComponents

Elements

Levels of Performance

Locate your handouts, view side-by-side

Quadrants with components listed Quadrants with narrative descriptions of the

Domains


Sort by Domain

Sort your expert teacher ideas by the Domain that best matches each one. Determine if any of your ideas could “live in more than one neighborhood.”


The Framework for Teaching


Enhancing Professional Practice: A Framework for Teaching Charlotte Danielson, ASCD.


Overview of the Framework

Domain 1: Planning and Preparation

Domain 2: The Classroom Environment


Domain 4: Professional Responsibilities


Overview of the Framework

Domain 3: Instruction•Communicating With Students•Using Questioning and Discussion Techniques•Engaging Students in Learning•Using Assessment in Instruction•Demonstrating Flexibility and Responsiveness

Domain 1: Planning and Preparation•Demonstrating Knowledge of Content

and Pedagogy•Demonstrating Knowledge of Students•Setting Instructional Outcomes•Demonstrating Knowledge of Resources•Designing Coherent Instruction•Designing Student Assessments

Domain 2: The Classroom Environment•Creating an Environment of Respect

and Rapport•Establishing a Culture for Learning•Managing Classroom Procedures•Managing Student Behavior•Organizing Physical Space

Domain 4: Professional Responsibilities•Reflecting on Teaching•Maintaining Accurate Records•Communicating with Families•Participating in a Professional Community•Growing and Developing Professionally•Showing Professionalism


Common Themes

Equity

Cultural sensitivity

High expectations

Developmental appropriateness

Accommodating individual needs

Appropriate use of technology

Student Assumption of responsibility

Common Themes

Common themes are important aspects of teaching but are not things that teachers do; they are reflected in the manner in which they do the things they do

Every common theme applies to any number of the components in the Framework Not any one of them applies to all, but they all

apply to more than 1


Identifying the Domains

Worksheet 1

Refer to the list on P. 3-4 of the text

Indicate the domain to which each statement primarily applies

Compare notes with the person sitting next to you



A Memorable Moment

Consider your long life as a student. Recall an occasion (or a pattern of occasions) that you still remember. The memory can be either positive or negative.

What makes this so memorable? Tell your story to one or two people.

A Memorable Moment

Is the memory positive or negative? Which domain?

Domain 2 — memories that had to do with feelings about self as a person or learner

Domain 3 — memories had to do with feelings about the subject



School Memories

+ -

Domain 2

Domain 3

Other


A Quote from Maya Angelou

“People will forget what you said. People will forget what you did. But they will never forget how you made them feel”


Domain 2:The Classroom Environment2a: Creating an Environment of Respect and Rapport

ELEMENT

L E V E L O F P E R F O R M A N C E

UNSATISFACTORY BASIC PROFICIENT DISTINGUISHED

Teacher Interaction with Students

Teacher interaction with at least some students is negative, demeaning, sarcastic, or inappropriate to the age or culture of the students. Students exhibit disrespect for the teacher.

Teacher-student interactions are generally appropriate but may reflect occasional inconsistencies, favoritism, or disregard for students’ cultures. Students exhibit only minimal respect for the teacher.

Teacher-student interactions are friendly and demonstrate general caring and respect. Such interactions are appropriate to the age and cultures of the students. Students exhibit respect for the teacher.

Teacher’s interactions with students reflect genuine respect and caring, for individuals as well as groups of students. Students appear to trust the teacher with sensitive information.

Student Interactions with one another

Student interactions are characterized by conflict, sarcasm, or put-downs.

Students do not demonstrate disrespect for one another.

Student interactions are generally polite and respectful.

Students demonstrate genuine caring for one another and monitor one another’s treatment of peers, correcting classmates respectfully when needed.

DOMAIN 2: THE CLASSROOM ENVIRONMENT COMPONENT 2A: CREATING AN ENVIRONMENT OF RESPECT AND RAPPORT

Elements: Teacher interaction with students Student interaction with one another

Figure 4.2b


Levels of Performance: Unsatisfactory Concept in licensing world is called do no

harm pertains to all fields requiring licensure A license is the state's guarantee to the

unwitting public that there will be no harm as a consequence of a person's work

There is nothing in the licensing procedures that require something be beautiful



Basic - Performance typical of someone new to the profession

Someone who is doing everything for the first time

Things don't go as planned Performance is inconsistent It’s on its way to becoming better



Proficient – Typical of experienced teachers

Solid, professional teaching Typical of an experienced teacher who really

knows the subject and their students Teacher has a repertoire of strategies and

knows what to do when Teacher knows how things work in the school

informally



Distinguished

Teacher has managed to create a community of learners in which the students have assumed a lot of responsibility for what happens in the classroom

Looks easy


Implications for Use of the Framework

Considerations: Needs to be used flexibly. The quality of our

teaching varies in relation to our assignments Value is for reflection, dialogue, analysis,

conversation Most likely to yield valuable professional

conversations in a light, trusting environment



Domain 2 Activity(Handout 2)

Apply Handout 2 to the component your pair has been assigned:

Read the narrative description Read the levels of performance; determine the critical

differences between the different levels – if possible, highlight key words

Determine a context for your thinking (for example high school science)

Create examples of practice for each level of performance, bearing in mind the common themes.


Domain 2

2a: Respect and rapport p. 64

2b: Culture for learning p. 67

2c: Classroom procedures p. 68

2d: Student behavior p. 71

2e: Physical space p. 73


Reflection on the Levels of Performance

How can you use the levels of performance in your own work?

What reservations do you have regarding the levels of performance?

What question(s) do you have about the levels of performance?

Domain 3 - Instruction


3A Communicating With Students

3B Using Questioning and Discussion Techniques

3C Engaging Students in Learning

3D Using Assessment in Instruction

3E Demonstrating Flexibility and Responsiveness


Component 3c Engaging Students in Learning

If one component can claim to be the most important, it is student engagement. All the rest of the Framework is in the service of student engagement.

Nothing happening…

“It is possible to have a smoothly functioning, lively classroom where all the students appear happily occupied with worthwhile tasks and yet no mental acts conducive to learning are taking place.”

Graham Nuthall, 2005

Sawyer Educational Consulting, LLC 2008

Engaging Activities and Assignments

Emphasize problem-based learning

Permit student choice and initiative

Encourage depth rather than breadth

Require student thinking (apply, analyze, evaluate,

create)

Offer multiple levels of challenge

Designed to be relevant and authentic


Attributes of Engagement vs. busy or compliant Teacher purposefully elicits all students to solve a

problem, develop a solution, create a tangible product

Involves students actively, not passively, “minds-on,” not just “hands-on” (complex mental tasks)

Invites students to dialogue without choice to opt out (NOT one at a time)

Students work collaboratively Engagement is simultaneous and continuous

throughout lesson


Student Engagement is three-fold: behavioral, emotional, and cognitive

“Engagement includes on-task behavior, but it further highlights the central role of student’s emotion, cognition and voice…When engagement is characterized by the full range of on-task behavior, positive emotions, invested cognition, and personal voice, it functions as the engine for learning and development.”

Reeve, J., 2006


Recognizing Teacher’s Role in Student Engagement

Teacher is actively engaged in facilitating and providing assistance, feedback, clarification

Teacher monitors actively during student seatwork

All students, all the time Teacher consistently insists



Engaging Activities and Assignments

Emphasize problem-based learning

Permit student choice and initiative

Encourage depth rather than breadth

Require student thinking

Offer multiple levels of challenge

Designed to be relevant and authentic

Watching the Video Clips

As you watch the clip, write the evidence in the appropriate place on the Observation Summary

Compare your notes with others looking for the evidence of the same domain; verify that it is evidence and not opinion

Highlight words in the levels of performance, as appropriate


Watching for Evidence

Actions and statements by teacher or students- questions- indications of engagement

Intellectual challenge of activities and assignments

Interactions among teachers/students Features of the classroom

Note: Evidence is not opinion!



Domain 1

1a: Knowledge of content p. 44

1b: Knowledge of students p. 46

1c: Setting instructional outcomes p. 51

1d: Knowledge of resources p. 53

1e: Designing coherent instruction p. 55

1f: Designing student assessments p. 59


Types of Curriculum Outcomes

Knowledge- factual- procedural- conceptual understanding

Skills- thinking, reasoning- communication (reading, writing, etc.)- motor- collaboration

Values and dispositions, e.g.- open-mindedness, fairness


Key Questions for Domain 1

Teacher: How do I do this? How do I come to know my students, my subject, and decide on instructional outcomes?

Administrator:

What evidence would convince me that my teachers know/do this?


Domain 1(for mentors or supervisors)

For the component you have been assigned, read the text, and determine how the skills advance from one level to the next.

Next, consider how you would know where a teacher is now. What artifacts or other work would you look at?

Lastly, how might you help a teacher move to the next higher level? What would you suggest?


Domain 4

Domain 4 – Professional Responsibilities

Consider each of the components in domain 4

Discuss the ways which each component is addressed and valued in your setting

Lastly, determine how teachers can demonstrate their skill in the component (evidence)


Features of The Framework for Teaching

Comprehensive

Grounded in research

Public

Generic

Coherent in structure

Independent of any particular teaching methodology


Summary of The Framework for Teaching

A research-based definition of good teaching

A roadmap to, and for navigating through, the complex territory of teaching

A framework for novice-level practitioners, through accomplished teaching


Uses of The Framework for Teaching

Teacher preparation

Teacher self-assessment

Structuring professional development

Mentoring beginning/new teachers

Evaluating teacher performance

Teacher recruitment and hiring


SupervisionOf StudentTeachers

MentoringRecruitmentAnd Hiring

ProfessionalDevelopment

LicenseRenewal

TeacherEvaluation


SupervisionOf StudentTeachers



LicenseRenewal

TeacherEvaluation

GOOD TEACHING(The Framework for Teaching)


Self-assessment



LicenseRenewal

TeacherEvaluation

GOOD TEACHING(The Framework for Teaching)


Benefits of Any Framework for Teaching

Common language

Development of shared understandings

Self-assessment and reflection on practice

Structured professional conversation

Making the Most of Teacher Evaluation, Charlotte Danielson

68

Purposes of Teacher Supervision

Quality Assurance

Professional Learning


69

What Evaluative Criteria


Weighting

Score Combining

Standard Setting

Teacher Supervision SystemTeacher Supervision System

How Procedures

Instruments

Personnel

Timelines

Due Process

Process for DecidingTraining for EvaluatorsProfessional Development for Teachers


70

A Blueprint for Teacher Supervision

Clear definition of teaching (the “what”)

Instruments and procedures that provide evidence of teaching (the “how”)

Trained supervisors who can make consistent judgments based on evidence

Process for teachers to understand the supervisory criteria

Process for making final judgment

learning-focused supervision using the framework for teaching as a foundation for improving student...

Documents

teaching practice

learning focus teaching

miravia llc

continuum of learning

principles of learning

continuous learning

learningfocused supervision

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