This Powerpoint presentation is for the book study on Charlotte Danielson's book: Enhancing Professional Practice: A Framework for Teaching, (2007), ASCD. It is Day 2 of a 3-day book study. This presentation is intended for use by those individuals paricipating in the Arch Ford ESC book study, days 1-3.

1. Enhancing Professional Practice
A Framework For Teaching
--Charlotte Danielson
Book study developed by:
DAY 2 Ginny Huckaba, Professional Development Specialist
Arch Ford Education Service Cooperative

2. Learning Outcomes
At the end of this book study, participants
will be able to:
• Understand the components of Domains 1 and 4
• Identify evidences for Domains 1 and 4
• Use the scoring rubrics for Domains 1 and 4
• Serve as a resource for introducing others to
Enhancing Professional Practice: A Framework
for Teaching

3. AGENDA
 Welcome
 Sharing
 Review 4 Domains and Levels of Performance
 Digging into Domains 1 and 4:
◦ Exemplar Teacher Activity
◦ Exploring “behind the scenes” actions of teaching:
 Planning
 Preparation
 Professional Practices and Actions
◦ Rubric Study for Domains 1 and 4
◦ Video observation
 Planning
 Homework
 Reflection
3

4. Norms
 Phone on silent or vibrate
 Honor talk-free zones
 Be intellectually engaged
 Share with one another
 Take care of your needs
 Return from break
 Sharpen Your Saw and enjoy…you
deserve it!

5. Table Group Roles:
 FACILITATOR
 RECORDER
 REPORTER
 TIME KEEPER
 MATERIALS MANAGER

6. Framework for Teaching
Components of Professional Practice
Domain 1 Domain 2
Planning and The Classroom
Preparation Environment
Domain 4 Domain 3
Professional Instruction
Responsibilities
6

7. Common Themes
(Embedded in all Domains)
 Equity  Cultural competence
 High expectations  Developmental
appropriateness
 Attending to individual
 Appropriate use of
students, including
technology
those with special
needs
 Student assumption
of responsibility

8. Levels of Performance
(pages 38-42)
Unsatisfactory Basic Proficient Distinguished

9. LOP Review
 Choose a common subject area &
grade level.
 Table number = Domain number
 Discuss: What does the evidence
look like for each of the 4 levels of
performance?
 Complete the worksheet together.
 Share out.

10. A Teaching Exemplar
If you were to observe an exemplary
teacher, either in the classroom or another
professional setting, what might you see
or hear that would tell you that you were in
the presence of an expert?
(Write each idea on a sticky note—one idea per note.)

11. Teaching Exemplar, cont’d.
 Talk at your table about your responses.
 Organize your table’s responses into
groups of like/similar characteristics.
 Debrief.
◦ Is there a pattern to the group responses?
◦ Why do you think that
happened?
◦ What are the implications
for exemplary teaching?

12. “Teaching is a
purposeful activity.”
 Charlotte Danielson

13. Guiding Questions:
 What is the off-stage work of
teaching?
 When does that work take place?
 Why is that work significant (or is
it)?
 How is that work evidenced,
documented and measured?

14. Backward Design*
Effective teaching takes place before
students set foot in the learning
environment.
Effective teachers design instruction
from an over-the-shoulder
perspective:
*Source: Understanding by Design, Wiggins, G. & McTighe, J. (2005), Prentice-Hall

15. Backward Design
Exemplary teachers ask first:
“What do I want my students to learn?”
Then ask,
“How will I measure/assess if they learn
what I want them to learn?”
Then (and only then) ask,
“How will I teach this so that my students
will learn what they need to learn?”

16. DOMAIN 1:
PLANNING AND PREPARATION

17. Domain 1: Planning & Preparation
 Expert Group: count 1 – 6 (whole group)
 Move to Expert Group
 Expert Group assignments:
*Group 1 = 1a *Group 2 = 1b
*Group 3 = 1c *Group 4 = 1d
*Group 5 = 1e *Group 6 = 1f
 Read, highlight, discuss, plan to teach
(“meat & potatoes” please)
 Teaching Group: count off using # in smallest group
(for ex. 1-3 if smallest group = 3)
 Move to Teaching Group; present your assigned
component
17

18. Domain 1: Planning and Preparation
1a: Demonstrating Knowledge of Content and Pedagogy (p. 44)
1b: Demonstrating Knowledge of Students (p. 46)
1c: Setting Instructional Outcomes (p. 51)
1d: Demonstrating knowledge of resources (p.53)
1e: Designing coherent instruction (p. 55)
1f: Designing Student Assessments (p. 59)
18

19. Activity Learning Goal
 What students will
 What students do learn
during a lesson
 Is measurable
 Is usually an
observable student  May include language
action taking place such as:
during instruction *distinguish *create
*determine *compose
 May/may not result in *contrast *analyze
learning *identify *compare
Reflecting: which is it, an
activity or learning goal?
19

20. DOMAIN 4:
PROFESSIONAL
RESPONSIBILITIES

21. Domain 4: Professional Responsibilities
 Work in Table Groups
 Determine table assignments:
*4a *4b
*4c *4d
*4e *4f
 Read, summarize your component(s)
to your table group
 Whole-group debrief
21

22. Domain 4: Professional Responsibilities
 4a: Reflecting on Teaching (p. 92)
 4b: Maintaining Accurate Records (p.94)
 4c: Communicating with Families (p. 96)
 4d: Participating in a Professional Community (p. 99)
 4e: Growing and Developing Professionally (p. 102)
 4f: Showing Professionalism (p. 106)

23. D1 and D4 Rubrics
 Individually: examine the rubrics for
Domain 1 and Domain 4
 Highlight the key-word differences in
the levels of performance
 Discuss with your table key points and
impressions gained from this activity

24. Levels of Performance
(common terms)
Unsatisfactory Basic Proficient Distinguished
24

25. Levels of Performance
(common terms)
Unsatisfactory Basic Proficient Distinguished
*Not *Some *Consistent *All students
*No *Attempts to *High quality *Highly
*Not clear *Limited *Timely effective
*Unaware *Moderate *Accurate *Entirely
*Does not *Uneven *Appropriate appropriate
respond *Inconsistent *Clear *Adapted for
*Poor individual
*Rudimentary *Effective
students
*Not *High
congruent *Fully aligned
expectations
*Extensive
25

26. Gathering Evidence:
Domains 1 and 4

27. Domain 1
 Use Evidence Collection Form
 Watch pre-conference video
 Record evidence for Domain 1
 Discuss—is there additional evidence to
gather? What are other possible
sources of evidence for D1?

28. Domain 4
 Use Evidence Collection Form
 Watch post-conference video
 Record evidence for Domain 4
 Discuss—is there additional evidence to
gather? What are other possible
sources of evidence for D4?

29. Complete and discuss:
Sample Portfolio Artifacts Form

30. Crosswalk of:
FFT, Domains 1 and 4
and
Pathwise, Domains A and B

31. Domain 1 Domain A
Framework for Teaching Pathwise Mentoring
 Demonstrating Knowledge of  Becoming familiar with
Content and Pedagogy students’ background
 Demonstrating Knowledge of  Articulating clear learning
goals
Students
 Demonstrating
 Setting Instructional understanding the
Outcomes connections among previous,
current, and future content
learning experiences
 Demonstrating Knowledge of
Resources  Creating or selecting
methods, activities, and
 Designing Coherent materials aligned with goals
Instruction of lesson
 Creating or selecting
 Designing Student evaluation strategies aligned
Assessments with goals of lesson
31

32. Domain 4 Domain D
Framework for Teaching Pathwise Mentoring
 Reflecting on teaching  Reflecting on the extent to
which the learning goals
 Maintaining accurate records were met
 Communicating with families  Demonstrating a sense of
efficacy
 Participating in a professional
community  Building professional
relationships with colleagues
 Growing and developing to share teaching insights
professionally and to coordinate learning
activities for students
 Showing professionalism
 Communicating with parents
or guardians about student
learning
32

33. Exit slip (on post-its)
What was reinforced for you today?
What questions are still perking?

34. Sources:
 Primary Source:
◦ Danielson, C. (2007). Enhancing
professional practice: A framework for
teaching. Alexandria, VA: Association for
Supervision and Curriculum Development.
 Secondary Source:
◦ A Framework for Teaching Teacher Introductory Training,
Ginny Huckaba, Arch Ford Education Service Cooperative