They understand the internal relationships within disciplines, knowing which concepts and skills are central, peripheral, and prerequisite to the understanding of others. xz |T9.d;lIL2 DRrC 1 Questions and discussions challenge students to reason, reflect on learning, justify their thinking, and generate ideas for future inquiry. Teachers who excel in Domain 2: Learning Environments also create an atmosphere of excitement about the importance of learning, significance of the content, and the capacity of their students to master the materials. Teachers model, encourage, explicitly teach, and reinforce curiosity, critical thinking, reasoning, and reflection to support student success and their social, emotional, and academic growth. Students feel safe with these teachers and know they can count on them to be fair, equitable, honest, and compassionate. A curriculum serves as a starting point in preparing for coherent instruction but does not ensure student learning. However, it is essential that teachers operate with a mindset that views families and other members of the community as co-teachers, partners, and resources. Constructivist teachers often facilitate experiences that guide students to develop insights and discover underlying principles or ideas on their own. The components of the other domains provide a foundation for purposeful, engaging, and successful learning experiences. This designation reinforces the fundamental principles and constructivist foundation of the Framework, especially the idea that it is the learner who does the learning. One could argue that a teachers role is not so much to teach as it is to arrange for learning. 1720 W. Division Street Chicago, IL 60622. It is essential that teachers value and partner with students families and communities. Specific learning activities require clear directions and expectations so that students can engage successfully. endstream endobj 306 0 obj <> endobj 307 0 obj <> endobj 308 0 obj <>stream Vn& KZp-3_-?Rf\nrsys;ZE,dDOUT:K/"o"D%_$=@HFSir Its a disposition that they also work to encourage and build in students. Respectful and challenging learning environments support not only the development of intellectual skills and traits (e.g., autonomy, curiosity, academic tenacity, and reflection) but also social and emotional ones (e.g., self-regulation) that are essential to the development of the whole child, including identity and purpose development, social awareness and relationship skills, and responsible decision-making. Whether teachers begin with the objectives stated in the curriculum or develop their own based on the standards of the discipline, they must specify the appropriate learning for a given class on a given day and ensure learning experiences are goal-directed and designed to achieve certain well-defined purposes. However, it would be a mistake to conclude that in such cases teachers play no role at all in planning coherent instruction, which is, after all, more complex than simply implementing a plan. How are clear, specific instructional outcomes used to define the purpose of learningexperiences? Students make informed choices, devote energy to learning, take pride in their accomplishments, and actively suggest ways to make the classroom more joyful, rigorous, and purposeful. Websites, SBE Elections, Contact Info, more Learning Standards & Instructional Materials, Professional Certification Webinars and Presentations, Privacy and Data - Protecting Student Privacy, Danielson Framework for Teaching Smart Card, Alignment with WA State Teacher Evaluation Criteria to the Framework for Teaching, Danielson by State Criteria with Critical Attributes, English Learner connections in the 2011 Danielson Framework, Intellectual Engagement Guide from The Danielson Group, OSPI Guidance for Specific Learning Environments: Alternative Learning Environments, Danielson Correlation to High Leverage Practices in Special Education, Crosswalk between FfT and Universal Design for Learning, Special Education Scenarios for the Danielson Framework, FfT Evaluation Instrument with Early Learning Examples, Remote instruction from The Danielson Group, Apportionment, Enrollment, and Fiscal Reports. Instructional outcomes representambitious learning of importantcontent and meaningfulopportunities to support studentlearning and development. In many cases, teachers do important work to ensure that students and their families fully understand what different grades, scores, or designations mean. *k%j These formsare optional! Teachers must also be familiar with the particular pedagogical approaches best suited to each discipline and choose which is the most suitable in different learning contexts to advance student understanding. What evidence indicates that teachers model care, honesty, and integrity and take the lead in developing and encouraging others to develop these qualities? Teachers use practices and take actions that not only advance student learning, but also affirm the humanity of their students. In other words, their classes are not simply arranged for efficiency or based on personal preferences but are thoughtfully designed to support learning and the work that students do with one another. Finally, though sometimes less obviously, non-instructional tasks must also be handled efficiently to focus time and energy on learning. Formative assessments are designed to provide information to both students and teachers on progress and to guide next steps. What are some ways that students and teachers support and demonstrate perseverance through difficult work? 2022, THE DANIELSON GROUP, ALL RIGHTS RESERVED. Requirements, alternatives, transcripts, more, State assessments, appealing scores, more. Within these environments, it is the teachers responsibility to support students by modeling and teaching habits of character (such as compassion and respect) that lead to high-quality learning environments and ultimately help students to act ethically in a variety of settings. Certification office, Standards board, more Fellows' Network, NBCT leadership, more School, educator, publications, media, more, Approved lists, requirements, guidance, more, Paraeducators, counseling, librarians, more. For teachers, success relies on an ability to reflect, recognize, and analyze strengths and opportunities. It was, in many ways, the first of its kind and has stood the test of time. What evidence indicates that teachers have developed strong relationships that build relational trust with students and colleagues? Teachers must themselves intellectually engage with the curriculum, demonstrating qualities of critical judgment and discernment, to understand its features and design and make thoughtful adjustments for the students in front of them who change from year to year and period to period. Teachers communicate the goals and objectives of learning activities and outline an instructional pathway for students to meet the established criteria for success. Teachers work to deepen content and pedagogical knowledge and exchange new learning with colleagues. In such cases, there may initially be more focus on explaining how students will engage rather than exactly what they will learn, but explaining the insights and learning that develop as a result of these experiences is critical work for students and teachers. Successful teachers are consistently guided by who their students are and who they hope to become, which means they understand, honor, and leverage students intersecting identitiesincluding their racial, cultural, religious, and gender identities, among others. Over time, the FFT has evolved to reflect new learning in the field and meet the needs of todays classrooms and students. The teachers knowledge of the content, students, and resources all come together to enhance student learning of instructional outcomes through the design and implementation of instructional plans. It outlines 22 components and 76 elements organized into Four Domains of Teaching Responsibility. A learning experience, even one that goes according to plan, will include moments of struggle, and the determination of students and teachers and the adjustments they make during those times further their success. The ability to engage in reflective practice that leads to professional growth and student success is an essential aspect of teaching. Successful learning environments have established expectations to support the common good that are culturally responsive and reflect shared norms and values. They could workeither alone or togetherto solve a problem, participate in a class discussion, or reflect in their journals on new information. Ultimately, they make families part of the learning community and view their partnership as essential to meeting the needs of their students. In order for a schools vision of success for students to be achieved, teachers must work collaboratively and engage together in inquiry regarding effective practice. A culture for learning refers to an atmosphere in the learning environment that reflects the importance of the work undertaken by both students and teachers. Aligned assessments provide accurate, clear evidence and allow for the analysis of student understanding and mastery of instructional outcomes. Engaging in collaborative inquiry with colleagues is one key practice that supports growth and development. Instructional outcomes clearlydefine what will be learned, why itis important, and how students willdevelop and demonstrate mastery ofcontent and skills. Those who take up the work have a lasting and profound impact on the lives of students. They may, for example, plan a display of work, move furniture to facilitate a group project, or shift supplies to improve traffic flow. Through questioning and discussion during learning experiences, students are challenged to explain and justify their reasoning, citing specific text or other evidence, and are given opportunities to reflect on learning. They act out of a firm commitment to the idea that excellence only for some is not excellence at all. The components in Domain 1: Planning & Preparation describe how teachers organize instruction for student learning. P.O. While some of these decisions might be made in advance, successful teachers are particularly skilled in making adjustments during the course of learning experiences in response to changing conditions. In what ways do students demonstrate their agency in the classroom? Danielson 2013 RubricAdapted to New York Department of Education Framework for Teaching Components Page 4 20130814 Domain 1: Planning and Preparation Component 1a: Demonstrating Knowledge of Content and Pedagogy In order to guide student learning, teachers must have command of the subjects they teach. Without the components of a culture for learning in place, high-level learning is unlikely to occur. Teachers seek knowledge regarding the students and community they serve and apply findings to their practice and development of the school culture. Teaching is a purposeful activity; even the most imaginative activities are directed toward desired learning. When teachers demonstrate flexibility and responsiveness, they also model mindsets and skills for their students. endstream endobj 311 0 obj <>stream This engagement may occur through department or team meetings, study groups, lesson study, or other structures. These components are unified through a vision of students developing complex understanding, achieving goals, cultivating purpose, and participating in a community of learners. Purposeful classroom rules and norms alongside engaging instruction combine to support an optimal learning environment that allows students to grow and thrive. With support from teachers, students utilize resources to monitor their progress toward learning and developmental goals and regularly analyze and discuss their progress with teachers and caregivers. For example, they conduct interactions with colleagues in a manner notable for honesty and integrity. hs2z\nLA"Sdr%,lt endstream endobj 310 0 obj <>stream Summative assessment has always been and will continue to be an important aspect of teaching, allowing teachers, students, and their families to know whether students have learned and progressed toward their goals. The nature of learning in todays classrooms is inherently social. As teachers gain skill and experience, they realize that they can enrich their students experiences by locating supplemental supports that can help them better achieve their instructional purposes. Without a deep understanding of students identities and lives in the midst of these crises, we have little chance of meeting their needs. It is their space, and they make it work to promote learning. Students lived experiences and funds of knowledge are the foundation for the development of identity, purpose, intellect, and character. xwTS7" %z ;HQIP&vDF)VdTG"cEb PQDEk 5Yg} PtX4X\XffGD=H.d,P&s"7C$ The alignment of outcomes to grade-level standards is essential to support ambitious instruction and high expectations for each and every student. How do students connect to the purpose and value of learning to grow both academically and personally? These assessments become opportunities for students to develop intellectual virtues such as autonomy, critical thinking, reflection, tenacity, and humility. Teachers communicate with students constantly and for a variety of purposes. Olympia, WA 98504-7200. Through learning experiences, successful teachers build on students strengths and assets, support the ongoing development of intellectual habits and mindsets (such as curiosity, reasoning, and reflection), encourage the development and pursuit of individual and collective purposes, and further strengthen motivation, confidence, and perseverance. How do teachers plans and presentations of content reflect understanding of prerequisite relationships among topics and concepts within the discipline? It was, in many ways, the first of its kind and has stood the test of time. What are some ways that teachers lead in developing and implementing school events, projects, and initiatives for students and colleagues? Read The Danielson Group: What's Changed? "FRB`$"!%EOO|{?>^^8oOV1& g84(oNIK4w0XAPKqwl(9,?\/R'w}@-1Ulp 0b 9M>BH"Nxs ?.IQ0BA@X$_&o )oaY6$({0qPd-"vJI ?0yp^+} MN {Kx.Lftz3:MM-k!T$an4tX~vl{A^p2FO2uq[2A,vJ*j@4`JW2 qk!0Yz-ls6@)pe;&!QvM2@q:. Even in classrooms where students assume considerable responsibility for their learning, the teacher establishes the framework for investigations through tasks and activities. These activities are critical to preserving and enhancing the profession and to the success of students. Over the last two and a half decades, the FFT has been used by countless educators worldwide, and the Danielson Group has partnered with thousands of organizations supporting educators in 49 states and U.S. territories and 15 other countries. Students play a role in the design and adjustment of the learning space and demonstrate a sense of ownership through appropriate participation and interaction. Framework, there are some specific additions that can be made to the rubric language to bring it into complete alignment; those have been added, particularly in the following domains: Domain 11c: Setting Instructional Outcomes, 1e: Designing Coherent Instruction, and 1f: Teachers are open to and capitalize upon unexpected student actions, questions, and internal and external events; they encourage and support students to pursue new learning and opportunities on their own. %PDF-1.3 % 600 Washington St. The components of Domain 2 center on establishing a safe and respectful classroom environment and require explicit attention and responsiveness to the individual identities of students, such as race and culture, and the values of the broader community the school serves. During effective learning experiences, students are engaged in meaningful work, which carries significance beyond the next test and can provide skills and knowledge necessary for answering significant questions or contributing to important projects. They support student success by affirming the dignity of students and their lived experiences. How do students demonstrate that questioning and discussion is helping them to think critically and deepen their understanding? What evidence indicates that students monitor their own understanding to analyze their progress toward learning goals? When teachers apply their knowledge of interdisciplinary relationships, they support students transfer of knowledge and skills in a wide variety of contexts and for a variety of purposes. [7A\SwBOK/X/_Q>QG[ `Aaac#*Z;8cq>[&IIMST`kh&45YYF9=X_,,S-,Y)YXmk]c}jc-v};]N"&1=xtv(}'{'IY) -rqr.d._xpUZMvm=+KG^WWbj>:>>>v}/avO8 How do teachers use their understanding of students prior knowledge and experience to support individual learning? Instructional materials and resources are used effectively to support intellectual engagement and deep learning of the content. Schools have too often, though certainly not always, been seen as separate from the families and communities they serve. The following focused evaluation forms contain both the original Student Growth Goals and the 21-22 Pilot Student Growth Goals. Those who have experienced its power recognize that instructional coaching and mentoring are fundamental components of professional growth and development. They serve students best interests and those of the larger community, and they are active in professional organizations in school, the district, and beyond. Co-creating an environment with students built on respect is a critical element of a teachers skill in promoting social and emotional wellbeing and students academic success. TpuG S}$asWm'|rb2o_l?@S]m36{bqh&1Zp* ZjUNh1cO>z!.Uh%^X5f5\hgWe?O %V~}*sUvVqGZ~d%)Hk=]49k>7Tz}, Yn@^9 KwmSh# : W7 =]4P@k[ R8HuFt8,`q 38@ bF "A ` rTvd;B; s D& K3pl@,;m ^;sD=Edll/,x,kuL-/^mzR3p@` ' How do teachers identify opportunities for growth to help them better meet the needs of students? What are some ways that teachers and students demonstrate a commitment to success when they experience difficulties? Teachers develop strong relationships with students and colleagues that support professional learning, collaboration, mutual trust, and student success. When appropriate, teachers use their expertise to alter or replace pre-planned activities based on students understanding, questions, and interests. Over time, reflective practice becomes a habit of mind, a way of thinking critically about and analyzing teaching through the lens of student success leading to improvements in teaching and better outcomes for students. Using resources to support students learning and development is part of every teachers responsibility; these resources include items and services available both through and beyond the school. Learning experiences and environments are extensions of the community and uphold its values, creating a shared vision of student success. Our resources support teacher professional learning across the career continuum from pre-service teacher preparation through teacher leadership and beyond. They invite parents to engage in learning experiences. In what ways do teachers ensure that records are created and maintained in a reliable, accurate, and accessible fashion? Others meet nonacademic needsmentoring programs, for example, for students who have experienced trauma. In addition, educators increase their effectiveness in the classroom by participating in opportunities for learning through professional organizations, online courses, educational conferences, or formally continuing their education through university coursework. endstream endobj 309 0 obj <>stream How do teachers design formative assessments that allow for adjustments to instruction and support student agency? Planning and preparation involves understanding the curriculum and knowing the students in order to adapt to meet their individual needs. Danielson Rubric Domain 1: Planning and Preparation Component Distinguished (4) Proficient (3) Basic (2) Unsatisfactory (1) 1a: Demonstrating The Knowledge of Content and Pedagogy The teacher displays extensive knowledge of the important concepts in the discipline and how these relate both to one another and to other disciplines. How is assessment data analyzed and applied to inform instructional decision-making? The components of Domain 3: Learning Experiences describe the engagement of students in learning experiences and reflect the primary mission of schools: enhancing student learning and growth. Rules calendar, code revision forms, more K-20 network, E-rate, best practices, more, Resources, prohibiting discrimination, more. How do students demonstrate that content has been explained in a way that enhances their understanding? As they gain more experience and expertise through practices such as collaborative inquiry and instructional coaching, successful teachers find additional ways to contribute to the success of their colleagues by taking on leadership roles. In what ways do teachers incorporate students questions and interests into the learning experience to deepen understanding and support curiosity? These decisions might include whether to shift approach (or not) based on evidence of student engagement; how to respond to and build upon student inquiries; what to do when one, some, or all students are struggling; and how to acknowledge students emotional wellbeing or respond to events in their lives, communities, or the broader society. The teacher, whether designing or adjusting the structure and flow of learning experiences, plays a critical role in arranging for learners to do the learning. As it relates to the work of teaching, this journey centers around students, their lives, their families, and their purpose. Teachers consistently model care,honesty, and integrity in interactionswith students, families, andcolleagues. How have teachers intentionally nurtured relationships with and among students? It is difficult to overstate the importance of planning and preparation. The components of Domain 2: Learning Environments describe conditions and qualities of environments that are conducive to learning and support student success. Individual lessons, activities, and tasks, as well as instructional pathways, have multiple and effective opportunities to think, reflect, and consolidate understanding. In either case, successful teachers are able to make both minor and (at times) major adjustments to better address the needs of students and ensure their success. The FFT is an evolving instructional resource that provides a roadmap for effective teaching. The current version of the Danielson Framework (2011) will continue to be available for use in evaluation in our state through the 2022-23 and 2023-24 school years, as districts transition to the 2022 version of the Danielson Framework for Teaching. Reflection is a process of thinking about actions, reviewing evidence, identifying strengths and opportunities, and seeking new knowledge and new perspectives that can enhance practice. For instance, designations such as below grade level or more specific ways of documenting reading level may be generally understood by students, but its essential that teachers share more than just this basic information and do so in a way that affirms students rather than operating from a deficit mindset. Teachers must also develop understanding of students current knowledge and skills in order to plan successful learning experiences. Fostering an inviting culture for learning that focuses on student wellbeing, encourages academic risk-taking, and promotes habits and mindsets that support student success is the ultimate goal of these components. When it is gathered more systematically, such as through an assignment or performance task, it is essential for teachers to examine and analyze the student work, to determine what has not yet been learned. When students remember their favorite teachers years later, their memories are often connected to the components and elements of Domain 2. A key component of the intellectual life of the school is collaborative inquiry. A1vjp zN6p\W pG@ Skillful teachers frame questions that have multiple answers and invite students to formulate hypotheses, make connections, or challenge previously held views. Our work is grounded in the Framework for Teaching (FFT), a common language for teachers and a vision of instructional excellence. Understanding the cultural backgrounds and values of students and their families is essential, especially when there is a difference between those values or cultures and a teachers own. Teachers make content accessible to students by understanding and addressing preconceptions, presenting ideas in comprehensible and powerful ways, and thoughtfully implementing the most effective pedagogical approaches. In what ways do teachers model a culture of thoughtful, generative professional inquiry? Their determination and persistence in supporting students who encounter difficulties or experience failure has a direct impact on students own mindsets and the culture for learning in the classroom. Teachers and students encourage one another to persevere and use strategies to support each other through challenging work. They are themselves curious, care deeply about their subject, and invite students to share the journey of learning. Tasks and activities are specifically matched to learning outcomes, encourage higher-level thinking and student agency, and create authentic opportunities to engage with meaningful content. In what ways do teacher interactions demonstrate their respect for the values of students families and local community? They are not simply completing an assignment or passively receiving content. In what ways do teachers establish and clearly communicate the standards for high-quality work? What are some ways that teachers maintain a positive and respectful rapport while addressing and resolving student conflicts? To accompany this interactive, online version of the Framework, our free FFT In Action portal, powered by 2gnoMe is also available. What evidence indicates that classroom procedures that support student responsibility and autonomy have been taught and are responsive to students needs? They help students develop and maintain shared norms and expectations, provide opportunities for students to reflect on their interactions with one another, and approach student behavior with community-mindednessthe idea that building a better classroom community is a shared endeavor. What evidence indicates that structures are in place and consistently utilized to keep families informed and collect their input and feedback? MzM+XnomhL]VLYab]#F`;>p#78> B/X%VfbfX9g#;X1tALSCbDqTRFNbG_xS\l-/TlEuHH%3bGcYE> VV-,*e^I=iq{.fw:%u XT*Ll{kIz4VSN:X ^homgSXknaAel "62 H*G]UIuP"hik}Lf_1RM'-[4\0{rNIt$4VaTya 1O(s2y;i19:}5Cce[=V N/GIIoG%Qrl!l^EoY2\nJO!` d:"V/_XvDpKzy\ud Teachers who excel in the components of Domain 3: Learning Experiences have finely honed instructional skills. And above all, the most successful teachers teach, model, and coach their students to take responsibility for and ownership of their own learning. Currently, the updated framework is available as an interactive tool on the Danielson Group website. Classroom environments that support learning for each student are co-created with them and characterized by cultural responsiveness and responsibility; they reflect, honor, and sustain shared values and individual identities. There are many ways to engage families and various purposes for that engagement. Ideally, this culture supports meaningful engagement and dialogue, joyful inquiry, rigorous learning, and reflection. R.o)R/h&ur Bu@hDORkuMWrGRCP\jC17W{cNAOzjxd;GP_. Teachers need to spend significant time and effort throughout the year learning about their students, their lives outside of school, their wellbeing, and other assets and needs in relation to learning and development. Because teachers goals for students include intellectual engagement, collaboration, and autonomyand because there are often 30 students with them at a time thoughtful routines and procedures can help all members of the classroom community act with purpose. Doing so allows them to leverage the assets students bring from their out-of-school lives to the in-school learning experience in pursuit of academic and personal development that ultimately contribute to individual and societal flourishing. K0iABZyCAP8C@&*CP=#t] 4}a ;GDxJ> ,_@FXDBX$!k"EHqaYbVabJ0cVL6f3bX'?v 6-V``[a;p~\2n5 &x*sb|! In what ways do teachers ensure that the decisions they make are in the best interest of students, families, and colleagues? While assessments of learning are essential and have often been more heavily emphasized by policymakers, teachers have long known that assessment for learning is a powerful and important tool. This includes attention not only to the specific events or activities that occur during learning but also to their own beliefs, mindsets, and aspects of their own identities that may influence the experience of students. In the course of learning experiences, teachers are making decisions almost constantly. The term content includes, of course, far more than factual information or skills, and mastery of particular content, while a central goal for students, is not the only goal. Their efficacy as a community is essential for the success of the school as a whole and that of individual students. In the most successful discussions, all students are engaged. They look to their students, families, the school, and community to learn more about how shared norms and values can be reflected in the classrooms routines. What are some ways that individualized strategies and approaches are used to support student success? Verbal and written content-related language used by teachers and students is academically rigorous, accurate, and subject and grade appropriate. Teachers seek and provide additional aligned resources and supports that make content and curriculum materials accessible to students and address their individual needs. Teachers who excel in Domain 1: Planning & Preparation organize instruction that reflects an understanding of the disciplines they teachthe important concepts and principles within that content, and how the different elements relate to one another and to those in other disciplines. They ultimately measure their success by the success of students each one and especially the success of those whose identities and potential have not yet been affirmed or realized in schools. Successful teachers recognize that their success, which comes from their students success, requires the engagement of families and the communities in which they work. 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