Danielson

Framework
Training
Bronx ASCS
September 2022-2023
Presented by:
Mrs. Kucuk and Mrs. Mayo
 Agenda
1. What Makes “Good” Teaching?
2. The Danielson Framework and
Domains
3. Observations
4. Questions
 What Makes Good Teaching
If you were to walk into a classroom,
what might you see or hear Use a different sticky
(from the students as well as the teacher) note to write down
that would cause you to think that you each thing that you
were in the presence of an expert?
would see and hear.
What would you see and hear that would
make you think:
“Oh, this is good; if I had a child this age,
I would want my child in this class.”
 What is “The Danielson Framework?”
> In 1996, The Framework for Teaching was developed by Charlotte
Danielson to promote clear and meaningful conversations about
effective teaching practices
> A tool to measure the effectiveness of teaching practices
> Broken down into four main categories, or domains
> A tool that highlights and focuses on essential teaching
practices
> Focuses on both teacher and student engagement/activity in a
lesson
> Considers the “full picture” of a teacher
> For 25 years they have been updating components, rubrics, and
tools to support teacher growth and development
> Shifts evaluation away from a “checklist” of to-do’s to a more
scaled measurement of effectiveness
The Framework is Not Just A “Checklist”

These are not li

sts of items to
“checked off,” bu be
t rather points
observation of w of
hich the effectiv
is determined th eness
rough a rubric.
Example:
You may have tr
ansitions betwee
activities, but h n
ow effective are
transitions? This those
is what the
framework seek
s to determine a
nd
measure!
 The Basic Purpose of Each Domain
Domain 1: Planning & Preparation
This is everything you do leading up to teaching the actual lesson!

Domain 2: Learning Environments

This focuses on the relationships formed with students as well as the look,
feel, flow, accessibility, and management of your classroom!

Domain 3: Learning Experiences

This is the execution of the actual lesson, including your approach, the
students understanding, and your overall strategies and techniques for
supporting students.

Domain 4: Principled Teaching

In general, this refers to the things you do within the school community
outside of your instructional time
Domain 1:
Planning &
Preparation
Jot it Down:
What aspects of teaching do
you think we are looking for
in this domain?
Domain 1: Planning and Preparation
 Domain 1
1a: Applying Knowledge of Content and Pedagogy
1b: Knowing & Valuing Students
1c: Setting Instructional Outcomes
1d: Using Resources Effectively
1e: Planning Coherent Instruction
1f: Designing & Analyzing Assessments
Diving in Domain 1: Planning and Preparation

Demonstrating
knowledge of
your content,
questioning
strategies,
instructional
approaches &
making
connections
 In yo
u
inclu r plannin
d g
of: s ing know
Diving in Domain 1: Planning and Preparation t
ident udents’ dge
it
le
know ies, curr
l e
varia edge, SEL nt
t and
learn ions in
ing s
tyles
,
 Clear lesson
objectives that align
Diving in Domain 1: Planning and Preparation to curriculum with
grade-appropriate
standards
 Diving in Domain 1: Planning and Preparation

Resources support
student needs.
Teacher utilizes
the various
platforms offered
by iLearn in the
classroom to
cater to the
individual needs of
students.
 Lessons and activities are
purposeful. They are
aligned to the curriculum
Diving in Domain 1: Planning and Preparation and standards/skills.
Lessons show
progression.
Differentiation is evident.
Assessments
match objectives.
They are aligned
Diving in Domain 1: Planning and Preparation
with what is
expected to be
taught/was
taught.
Assessment data
drives future
lesson and
instruction
What words do we
see repeated
across the board?
What words or
phrases stand
out?
Domain 2
Learning
Environments
Think about your favorite
teacher when you were in
school. What did they do
to make them your
favorite?
“People will forget what you said.
People will forget what you did.
But they will never forget
how you made them feel.”
Maya Angelou,
author
 Domain 2: Learning Environments
2a: Cultivating Respectful and Affirming
Environments
2b: Fostering a Culture for Learning
2c: Maintaining Purposeful Environments
2d: Supporting Positive Student Behavior
2e: Organizing Spaces for Learning
 Domain 2 Component Analysis
1. Read about your assigned
component.
2. Think about and give specific
examples of what you can do to
be proficient or distinguished in
that component.
3. Select one person from your
group to be your spokesperson.
They will be sharing your ideas
based on your component.
● Respect
● Dignity for each member
● Co-create a community that honors individual identities
● Culturally responsive
● Clear & culturally competent conflict resolution

● Overarching dedication to mastery & growth

○ Teachers & students model this
● Teach/model critical thinking, reasoning & reflection
○ Understanding ratings, reassessments, growth
charts, creating goals
● Pride in accomplishments & collaboration in creating a
joyous, rigorous, and purposeful environment
○ CELEBRATE GROWTH!
● Students work purposefully & cooperatively in groups
○ Partners, stations, class discussions/projects
● Routines lead to responsibility; promote student autonomy
○ Class procedures & jobs
● Resources & supports benefit all students
○ Differentiation, equitable education
● No disruption or loss of instructional time for teachers
completing non-instructional tasks (like attendance)

● Students play an active role in establishing & maintaining

classroom expectations
○ Accountability
● Teachers model ethical behaviors & citizenship
● Students monitor their own behavior, their own impact on other
students & support each other (strong classroom community)
● Learning space is safe & accessible to all
students
● Learning space is thoughtfully designed &
adjusted
● Students play a role in the design
○ Student created anchor charts
○ Student feedback on displays/decor
○ Include student interests in designs
○ Creates a sense of ownership
Domain 3
 Domain 3: Learning Experiences
3a Communicating About Purpose and Content
3b Using Questioning and Discussion Techniques
3c Engaging Students in Learning
3d Using Assessments for Learning
3e Responding Flexibility to Student Needs
3a: Communicating About Purpose
and Content

❏ Purpose for Learning and

Criteria for Success
❏ Specific Expectations
❏ Explanations of Content
❏ Use of Academic Language
 How do you apply 3a
> Vocabulary/word wall > Teacher explains to
> Anchor Charts students the purpose of
> Objectives posted particular
> Give clear directions and lesson/activity
expectations > Student led content
based conversations
3b: Using Questioning and
Discussion Techniques

❏ Critical Thinking and Deeper

Learning
❏ Reasoning and Reflection
❏ Student Participation
 Using Questioning and Discussion Techniques

High Quality Questions Low Level Questions and

and Discussions Discussions
● are open-ended ● are short answer
● allow multiple answers ● usually a single “right” answer
● allow multiple approaches to the answer ● single line of inquiry
● cause students to think critically ● usually recall questions that do not
● are challenging require students to think critically
● students respectfully challenge each ● students do not engage in dialogue
other’s thinking
with each other
3c: Engaging Students in
Learning

❏ Rich Learning Experiences

❏ Collaboration and Teamwork
❏ Use of Instructional Materials
and Resources
❏ Opportunities for Thinking
and Reflection
Engaging Activities and Assignments
• Students are answering a question or solving a problem in
different ways
• Permit student choice and initiative
• Encourage depth rather than breadth
• Require student thinking
• Offer multiple levels of challenge
• Designed to be relevant and authentic
3d: Using Assessment for Learning

❏ Clear Standards for Success

❏ Monitoring Student
Understanding
❏ Timely, Constructive
Feedback
 Gauging Students’ Understanding
• Ongoing assessment and strategy modification based
on the analysis of data
• Examples of varying assessment styles (quiz, oral,
conference, project, test, etc.)
• Exit slips/ target checks/ self-assessments
• Using check-in systems during lessons to gauge students
understanding (ex. Thumb up/down, partner/sharing)
• Differentiation plans based on pre-assessment
3e: Responding Flexibly to Student Needs

❏ Evidence-Based Adjustments
❏ Receptiveness and
Responsiveness
❏ Determination and
Persistence
• Student/teacher homework contracts
• Teacher-initiated help for particular students
• Modifications/accommodations are used for a
particular assignment/activity/assessment
• Incorporation of students’ interest into lesson
• Differentiated lesson plans based on data,
student needs and interests
• Use of menus to provide student choice
Domain 4
 Domain 4: Principled Teaching
4a Engaging in Reflective Practice
4b Documenting Student Progress
4c Engaging Families and Communities
4d Contributing to School Community &
Culture
4e Growing and Developing Professionally
4f Acting in Service of Students
 Diving into Domain 4
How do you apply 4a?
4a: Engaging in Teachers use evidence from activities and assessments to
identify the impact of different elements of practice on
Reflective Practice student learning and evaluate the success of learning
experiences.
❏ Self-Assessment
Teaching
Based on their self-assessment, teachers consider
❏ Analysis and alternative approaches or perspectives, question their own
Discovery beliefs or ideas, and learn new ways to further advance
student learning.
❏ Application and
Continuous
Teachers demonstrate commitment to the success of each
Improvement student by planning, practicing, and trying new approaches
to enhance their teaching based on their assessment and
analysis.
 Diving into Domain 4 Continued
How do you apply 4b?
The teacher documents student progress
toward learning and developmental goals
4b: Documenting Student and shares information with students,
Progress parents, and educational collaborators.
❏ Student Progress With support from teachers, students
Toward Mastery utilize resources to monitor their progress
❏ Shared Ownership toward learning and developmental goals
and regularly analyze and discuss their
❏ Maintaining Reliable
progress with teachers and caregivers.
Records
The teacher consistently gathers, updates,
and shares data that is accurate, accessible,
and clear to the students.
 Diving into Domain 4 Continued
How do you apply 4c?
Teachers interact with families and the community
in ways that respect their values and cultural
4c: Engaging Families & backgrounds.
Communities Learning experiences and environments are
extensions of the community and uphold its values,
❏ Respect and Cultural creating a shared vision of student success.
Competence Established structures and processes keep families
❏ Community Values informed about the instructional program and
provide opportunities for input and feedback.
❏ Instructional Program Teachers connect students’ out of school learning
❏ Engagement in Learning and lives to their efforts in school and take the lead
in forming partnerships and relationships to
Experiences strengthen those connections.
 PRINCIPLED TEACHING
Overall, its the “behind the scenes” work associated with teaching

...showing commitment to high ethical and professional standards

while seeking to improve practice

…ongoing, deliberate growth and dedication to the profession

With your group, skim the narrative descriptions of

the components in Domain 4.
Together, identify how teachers can accomplish the
components in our school.
 Take your “Good
Teaching” sticky notes
and identify which domain
they belong to. Place
them in the correct
domain on the chart
paper.
 Danielson “Takeaways”...
> Evidence is crucial
- If it cannot be seen during a lesson, it cannot be positively
evaluated (for Domains 2 & 3)

> The Danielson framework is not a “checklist”

- There is no “magic way” to accomplish the framework
- Think about the framework in terms of effectiveness, not items
to check off
- Use the rubric to guide your teaching practice!

> The framework values student involvement/management of the

classroom
- Consider how involved your students are in your lessons

> Review the wording of each domain, subdomain, and subcategory!

- The more familiar you are with each component, the better! :)
The Danielson Framework for Teaching
Scoring an Observation/Levels of Performance
● The Observer records exactly what is said, done, and happened during the
observation.
● Domains 1, 2 and 3 will be included in the observation.
● Domains 1 and 4 will be scored as off-site observation.
● Each component within the four Domains is evaluated and determined
to be one of the following:
➔ Distinguished (4.0)
➔ Proficient (3.0)
➔ Basic (2.0)
➔ Unsatisfactory (1.0)
● Based on the scores, the teacher is given a rating:
Ineffective = 0.00-1.74
Developing = 1.75-2.50
Effective = 2.51-3.50
Highly Effective = 3.51-4.00
Observations
Round one of observations is announced.
○ Teachers will meet with administration for a pre-conference prior to the observation. You will upload your
lesson plan and pre conference form to the database prior to meeting with administration.
○ Teachers will meet again with administration after the observation for a post-conference. You will bring
artifacts for domain 4, as well as, artifacts from the lesson demonstrating student understanding of the
lesson.
Round two of observations is unannounced.
○ There is no pre-conference with administration.
○ Teachers will meet with administration after the observation for a post-conference. Again, you will bring
artifacts for domain 4, as well as, artifacts from the lesson demonstrating student understanding of the
lesson.
Round three of observations is announced.
○ Pre-conferences are not scheduled but can be requested by teachers.
○ Teachers will meet with administration after the observation for a post-conference. Again, you will bring
artifacts for domain 4, as well as, artifacts from the lesson demonstrating student understanding of the
lesson.
○ Teachers will also bring a slideshow of artifacts from the school year showcasing three of the Danielson
components.

Aside from the three formal observations that happen yearly, walkthroughs from administration, the
academic teams, and coaches will take place. Walkthroughs are unscored and are informal.
Video Catalogue & Resources

▪ The Danielson Group :

https://www.danielsongroup.org/framework/

▪ Danielson’s Framework for Teaching Rubric Videos:

https://www.engageny.org/content/danielsons-framework-teaching-ru
bric-videos