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Using the Framework for Teaching
in Teacher Preparation
Florida Department of Education
2014 IHE Faculty Summer Institute
June 19, 2014

Kate Dickson, PhD
Dickson@Danielsongroup.org
503-317-5920
The Danielson Group


Preparing the Next Generation of Teachers
How Do We!

! Recruit
! Retain
! Support

A
New Generation
Of Teachers

Class of 2027
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Think back to your best day of teaching ...
What made it so effective?
What were you doing?
What were the students doing?
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Defining Effective Teaching

Teacher practices!!
what teachers do, and
how well they do the work
of teaching
Results!!
what teachers
accomplish, typically how
well their students learn
What is the Framework for Teaching?
The Framework for Teaching is a description of professional
practice that is:

aligned to the INTASC standards
a comprehensive definition of teaching
generic
grounded in assumptions about both student learning and
teaching
Is both research-based and validated through a series of
research studies
designed to reflect the instructional implications of the
Common Core State Standards
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Establishing Validity of the Framework for Teaching

Three Important studies:
Chicago pilot evaluation study, conducted by CCSR
The MET study, funded by the Gates Foundation
The Cincinnati study, conducted by Eric Taylor and John
Tyler
Evolution of the Framework for Teaching
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Domain 3
Instruction
Domain 2
Classroom Environment
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 & Responsiveness
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 & Responsiveness
Domain 2
Classroom Environment

2a Creating an Environment of Respect &
Rapport
2b Creating a Culture of Learning
2c Managing Classroom Procedures
2d Managing Student Behavior
2e Managing Physical Space
Domain 2
Classroom Environment

2a Creating an Environment of Respect &
Rapport
2b Creating a Culture of Learning
2c Managing Classroom Procedures
2d Managing Student Behavior
2e Managing Physical Space
Domain 4
Professional Responsibilities
Domain 1
Planning and Preparation
Domain 4
Professional Responsibilities

4a Reflecting on Teaching
4b Maintaining Accurate Records
4c Communicating with Families
4d Participating in a Professional Community
4e Growing and Developing Professionally
4f Showing Professionalism
Domain 1
Planning and Preparation

1a Demonstrating Knowledge of Content &
Pedagogy
1b Demonstrating Knowledge of Students
1c Setting Instructional Outcomes
1d Demonstrating Knowledge of Resources
1e Designing Coherent Instruction
1f Designing Student Assessment
The Danielson Framework for
Teaching
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13
Framework for Teaching
Evaluation Instrument, 2013 Edition
Integration of the CCLS and Framework components shown in
red:
Domain 1: Planning and Preparation

1a: Demonstrating Knowledge of Content and Pedagogy
1b: Demonstrating Knowledge of Students
1c: Setting Instructional Outcomes
1d: Demonstrating Knowledge of Resources
1e: Designing Coherent Instruction
1f: Designing Student Assessments

Domain 2: The Classroom Environment

2a: Creating an Environment of Respect and Rapport
2b: Establishing a Culture for Learning
2c: Managing Classroom Procedures
2d: Managing Student Behavior
2e: Organizing Physical Space
Domain 4: Professional Responsibilities

4a: Reflecting on Teaching
4b: Maintaining Accurate Records
4c: Communicating with Families
4d: Participating in a Professional Community
4e: Growing and Developing Professionally
4f: Showing Professionalism

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







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

ELEMENT 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.
Teachers 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 anothers 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
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Levels of erformance
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TEACHER
DIRECTED
SUCCESS
STUDENT
DIRECTED
SUCCESS
PandouL pages 14-13
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Special Considerations for Teacher Preparation
The primary clients for programs of teacher preparation
are the school districts who will hire their graduates
- Therefore, it makes sense to equip students of teaching with the
knowledge and skills that are incorporated in the districts definition of
good teaching
Part of the knowledge of content (1a) and knowledge of
students (1b) consists of explicitly linking theory and
practice
There are a few components of the FfT that teachers often
do not do until they are the teacher of record, for example,
establishing classroom routines (2c), communicating with
families (4c), etc.
An important skill in student teaching is gradually
relinquishing support from the cooperating teacher
Planning
and
Preparation
Domain
1
1a
Content &
Pedagogy
1b
Students
1d
Resources
Knowing
1c
Instructional
Outcomes
1f
Designing
Assessments
1e
Designing
Instruction
Doing
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Components
2aCreating an Environment
of Respect & Rapport
2bCreating a Culture of
Learning
2cManaging Classroom
Procedures
2dManaging Student
Behavior
2eManaging Physical
Space


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



Domain 3: Instruction
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Teachers demonstrate their commitment to high ethical and professional standards.
Teachers seek new ways to improve their practice.

Components:
4a Reflecting on Teaching
4b Maintaining Accurate Records
4c Communicating with Families
4d Participating in a Professional
Community
4e Growing and Developing
Professionally
4f Showing Professionalism
Domain 4:
Professional Responsibilities
Observation
initiation
(Planning
conference)
Observation
(evidence
collection)
Evidence
organization
and sharing
Analysis by
observer
and teacher
Reflection
conference
Apply new
learning
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Assessment
Evidence
Accurate and unbiased
Relevant
Representative of the total
Respect
and
Rapport
Questioning and
Discussion
Interpretation
What is the evidence?
The Nature of Professional Learning
Trust
Self-assessment
Reflection on practice
Professional conversation
A community of learners

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The Role of the FfT in Teacher Preparation
Course audit (are the important knowledge
components included in course content?)
As a focus for student observations of
experienced teachers at the beginning of their
clinical practice
To structure feedback from cooperating
teachers
For the supervision of student teachers
Teacher Preparation and Framework for Teaching
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Reflection ...
The three most important things to know about the
Framework for Teaching and how it applies to teacher
preparation ......

Three questions I still have
about the Framework
for Teaching........