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. The instructional outcomes should refl ect important learning. Even in classrooms where students assume considerable responsibility for their learning, the teacher establishes the framework for investigations through tasks and activities. Students play an active role in establishing and maintaining expectations for the learning community with regular opportunities for critical reflection both individually and as a group. What evidence indicates that teachers have developed strong relationships that build relational trust with students and colleagues? In what ways do students respectfully and productively engage each other in dialogue? They are not simply completing an assignment or passively receiving content. Student groups are an essential component of learning and development, and are organized thoughtfully to maximize opportunities and build on students strengths. The important question to be answered is this: How will students learn? There are many options, of course. Resources and supports are deployed efficiently, effectively, and equitably for the benefit of all students. And above all, the most successful teachers teach, model, and coach their students to take responsibility for and ownership of their own learning. What are some ways that students and teachers support and demonstrate perseverance through difficult work? In what ways do teachers demonstrate cultural competence in creating an inclusive learning environment? Teachers complete non-instructional tasks with little to no loss of instructional time or disruption to lesson delivery. Teachers demonstrate commitment to the success of all students by planning, practicing, and trying new approaches to enhance their teaching based on their assessment and analysis. How are clear assessment criteria and standards developed and understood by students? How do students receive and utilize high quality feedback to advance their learning? Strong instructional materials and curricular resources can be a significant support to teachers in this area. Teachers seek opportunities to receive and provide feedback and work collaboratively and constructively to utilize feedback effectively. Analysis and application of data from both types of assessment are key components of high-quality curricula and effective instruction. For example, they conduct interactions with colleagues in a manner notable for honesty and integrity. It describes the norms that govern the interactions among individuals about the activities and assignments, the value of hard work and perseverance, and the general tone of the class. This type of understanding is key to making the content accessible to students and guiding their learning of specific concepts, but it goes beyond that. With the FFT In Action, educators like you can explore the updated FFT components to reflect on your practice, identify strengths, and areas of growth within each domain. 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. Though effective routines and procedures can (and should) take on a variety of forms, establishing and maintaining them is essential to the success of a classroom community. Schools are, first and foremost, environments to promote the learning and development of students. Teachers consistently model care,honesty, and integrity in interactionswith students, families, andcolleagues. However, teachers knowledge of students must extend beyond understanding their familiarity with content or their academic skills to include their social, emotional, and personality strengths. Though teachers may ultimately deliver instruction alone, their planning and preparation is always enhanced by collaboration with colleagues. They invite parents to engage in learning experiences. What evidence indicates that teachers have explicitly modeled and taught the skills that allow students to successfully pursue learning? What are some ways that teachers show a commitment to seeking and utilizing high-quality feedback? 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. 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. Co-establishing these community agreements or classroom norms for interaction and conflict resolution is as important as establishing standards of conduct or routines for activities such as sharpening pencilsaspects of creating a learning community that experienced teachers focus much attention on at the outset of a school year. Teachers develop strong relationships with students and colleagues that support professional learning, collaboration, mutual trust, and student success. They serve students best interests and those of the larger community, and they are active in professional organizations in school, the district, and beyond. Its a disposition that they also work to encourage and build in students. They take into account the individual identities and brilliance of each student when planning and leading learning. They use vivid, rich, and appropriate academic language and support and encourage students to do the same. 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. These dispositions are modeled, encouraged, and explicitly taught and reinforced. 1720 W. Division Street Chicago, IL 60622. How do teachers, students, and those that support them share responsibility and ownership of student progress? There are many ways to engage families and various purposes for that engagement. Though what this looks like and how it is established varies, the components of Domain 2 describe common attributes that enhance student success in the context of school, including intentional non-instructional routines and procedures, positive student relationships and behaviors, and spaces that support instructional purposes. Their purpose, and the purpose of education more broadly, is not solely to impart academic knowledge; it is the intellectual and moral development of human beings who will themselves flourish and help create a just society. Teachers who respectfully and fully engage families and the community in ways that value and honor their humanity and create a shared commitment to student success are engaging in efforts that can have lasting effects and far-reaching influence. Olympia, WA 98504-7200. Weve seen the FFTs power to accelerate teacher growth, improve student outcomes, and create a more rewarding and sustaining professional environment. O*?f`gC/O+FFGGz)~wgbk?J9mdwi?cOO?w| x&mf 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. Criteria and standards for assessment are appropriate and aligned, clearly communicated, and whenever possible have been developed with student input. 2022, THE DANIELSON GROUP, ALL RIGHTS RESERVED. Teachers are committed to efficacy, even when students encounter difficulty in learning, and pursue alternative approaches when necessary to help students be successful. What are some ways teachers present content and utilize discipline-specific learning strategies to support deeper understanding? Students play a role in the design and adjustment of the learning space and demonstrate a sense of ownership through appropriate participation and interaction. endstream endobj 310 0 obj <>stream When collaborative inquiry is implemented successfully, teachers solve problems and grow collectively in their pursuit of excellence. Ultimately, they make families part of the learning community and view their partnership as essential to meeting the needs of their students. For assessment to yield useful information, teachers must give careful attention to student responses both during and after instruction. In the course of learning experiences, teachers are making decisions almost constantly. Beyond this necessity, excellent teachers prioritize design for learning and development. Collaboration is modeled, taught, and reinforced so that students work purposefully and cooperatively in groups, to support one anothers success. With experience, teachers develop skills in accurately predicting how a lesson will go and being prepared for different possible scenarios. What evidence indicates that there is a clear system used by students and teachers to track mastery of learning goals? As part of a culture for learning, emphasis is placed on dispositions (e.g., compassion, curiosity, critical thinking, reasoning, and reflection) that support student success and their social, emotional, and academic development. 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. Specific learning activities require clear directions and expectations so that students can engage successfully. Without the components of a culture for learning in place, high-level learning is unlikely to occur. Teachers committed to valuing and affirming students are especially thoughtful about the routines and procedures and the ways in which they are chosen, established, and maintained. The teacher consistently gathers, updates, and shares data that is accurate, accessible, and clear to students and families. Teaching is an incredibly complex and demanding activity that requires ongoing, often consequential decision-making. In order for assessment during learning to provide useful feedback, there must be standards and criteria for success that are aligned to the goals and clear to students and those supporting them. Danielson 2013 RubricAdapted to New York Department of Education Framework for Teaching Components Page 1 Introduction The Framework for Teaching identifies those aspects of a teacher's responsibilities that have been documented through empirical studies and theoretical research as promoting improved student learning. This dexterity, reinforced by an awareness of what is available, is a mark of an expert. Students successfully monitor their own behavior, attend to their impact on other students, and appropriately support one another. Ideally, this culture supports meaningful engagement and dialogue, joyful inquiry, rigorous learning, and reflection. For teachers, success relies on an ability to reflect, recognize, and analyze strengths and opportunities. Teachers realize the full power of assessment when they include assessments for learning (or formative assessments) in their planning. The first purpose, assessment of learning (or summative assessment) is used to determine that students have, in fact, achieved the instructional outcomes. These materials and teachers understanding of them are key to ensuring successful learning. Questions and discussions require critical thinking, have multiple answers, and are used to deepen student understanding of content, themselves, and the larger world. Teaching is a purposeful activity; even the most imaginative activities are directed toward desired learning. In what ways do aligned tasks and activities provide opportunities for students to meaningfully engage with content? These components are unified through a vision of students developing complex understanding, achieving goals, cultivating purpose, and participating in a community of learners. Multiple strategies and approaches are tailored to individual student needs to create the appropriate level of challenge and support for each student. 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. Learning experiences reflect what students bring and are designed with their current knowledge and skills in mind. Even in the most respectful classrooms, as in all human endeavors, conflict is likely to arise, and positive conflict resolution is a key aspect of maintaining an environment of respect and rapport, as well as repairing harm and restoring justice when necessary. How do teachers and students modify the learning space as needed to make sure it is safe and accessible? High-quality instructional materials, including curricular resources adopted by schools and districts, serve as the primary foundation for academic support. 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. Teachers interact with families and the community in ways that respect their values and cultural backgrounds. hbbd``b` N@ H0E )@BHx +ao Read The Danielson Group: What's Changed? A few students do not dominate the conversation, nor is it a back-and-forth between a teacher and students. Successful teachers consistently and effectively communicate that learning is a purposeful activity and make the goals and objectives of specific learning experiences clear to students. 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. Their knowledge includes awareness of typical student misconceptions and how to leverage or dispel them. Schools have too often, though certainly not always, been seen as separate from the families and communities they serve. When teachers seek and act on advice and feedback, they are able to refine their own knowledge and skills, become more adept at reflecting on their own practice, and ultimately are better able to meet the needs of their students. They seamlessly incorporate ideas and concepts from other parts of the curriculum into their explanations, relating, for example, what the students have just learned to previous learning or real-world experience. Their engagement is relevant and meaningful to them as individuals. They also recognize and learn from their failures or challenges. In many ways, distinguished practice in all of the previous components of the Framework for Teaching is the best evidence of distinguished practice in this component. True success in this component occurs when students are fully able to describe their own progress in detailnot just to the teacher but to their families as well. Successful learning environments have established expectations to support the common good that are culturally responsive and reflect shared norms and values. As such, all other components of the Framework for Teaching contribute to this one, and many have referred to it as the heart of the Framework. Collaborative goals, the characteristics of high-quality work, and the criteria established as evidence of success are clear to students and those supporting them. 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. How do teachers plan thoughtfully organized instructional groups that will build on students strengths, encourage dialogue, and foster collaboration? Positive relationships between teachers and students and among students provide a foundation for collaborative learning. How do students demonstrate agency in making learning tasks more engaging and meaningful? Teachers prepare experiences that are grounded in deep understanding of the content, aligned with appropriate standards, designed to engage students in important work, and planned or adapted with the goals, strengths, needs, and lives of each student in mind. High-quality feedback comes from many sources, including students; it is specific and focused on improvement. What are some ways that teachers ensure that student collaboration is utilized to deepen understanding and further 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. These activities are critical to preserving and enhancing the profession and to the success of students. Successful teachers are constantly monitoring student progress, and also encouraging and supporting students to monitor their own understanding. Although teachers often reflect on and analyze a single learning experience (or series of them), they also engage in more general self-assessment and reflection about their practice. In some cases, teachers must take on significant responsibility for the design of learning experiences, either creating lessons and units from scratch or building from materials and resources they find. Teachers who excel in Domain 4: Principled Teaching are highly regarded by colleagues and parents. A1vjp zN6p\W pG@ By identifying problems of practice, student needs, and areas of investigation, teachers are able to support one another, develop solutions, and engage in innovation that leads to student success. Ideally teachers use high-quality instructional materials as a starting point for setting outcomes. Through the environment, they help students learn the importance of dialogue, civility, responsibility, collaboration, and community. When intentional relationships form the foundation of a respectful environment that honors the dignity of each student, students feel a sense of belonging in the classroom community. Questioning and discussion, when used effectively during learning experiences, engage students in the exploration of content and deepen student understanding. 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. Supplemental resources may be simple or complex, and may include physical objects, such as math manipulatives or models or science laboratory equipment; and a variety of other texts, such as maps, primary source materials, or trade books. Skills and dispositions related to critical thinking, logical reasoning, and reflection are critical to all disciplines and essential to student success in school and beyond. The learning space is thoughtfully designed and adjusted as necessary to support and facilitate learning activities. 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 What evidence indicates that teachers make real-time adjustments to learning activities to suit students individual needs? The components of the FFT can support teachers to develop practices and approaches that meet the needs of their context. Instructional outcomes clearlydefine what will be learned, why itis important, and how students willdevelop and demonstrate mastery ofcontent and skills. They are known as dependable educators who go beyond the technical requirements of their jobs and contribute to the general well-being of the institutions of which they are a part, which sometimes means they question and work to change those institutions. The components of Domain 4: Principled Teaching capture and reflect the practices of educators that extend beyond their classrooms and the learning experiences they facilitate. 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. In any context, students need to experience safe, supportive, and challenging learning environments where each of them is valued, feels like a full member of the community, and is supported to take academic and intellectual risks. When teachers arrange for ambitious instruction with each of their students in mind and cultivate safe, supportive, and challenging learning environments, the conditions exist for this type of engagement to occur. Explore the 2022 updates in the Framework for Teaching with our interactive, digital resource that transforms the guide into a hands on online tool to gain a deeper understanding of the domains, components, elements of success, and more. How is assessment data analyzed and applied to inform instructional decision-making? 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. As is the case in other professions, the complexity of teaching requires continuous growth and development. The components in Domain 1: Planning & Preparation describe how teachers organize instruction for student learning. They support student success by affirming the dignity of students and their lived experiences. In what ways do teachers demonstrate initiative toward refining their skills and content knowledge? Teachers work to deepen content and pedagogical knowledge and exchange new learning with colleagues. Teachers must also rely on their knowledge of students when they apply their understanding of the learning process and learning differences when planning and preparing. Teaching is a complex activity, and learning spaces are complex ecosystems that can be supported through the design of routines and procedures to support a purposeful environment. Those who have experienced its power recognize that instructional coaching and mentoring are fundamental components of professional growth and development. How does questioning and discussion challenge students to justify their reasoning and reflect on their learning? 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. When a classroom is a true community of learners, students themselves become involved in the creation of a beautiful and joyful environment and take initiative in ensuring it meets their needs. Student collaboration is a key component of learning and engagement, and students take initiative to collaborate in new or unplanned ways that further their learning and make it more engaging and meaningful. What are some ways that individualized strategies and approaches are used to support student success? See a list of Danielson Approved Trainers. Rather, all students are drawn into the conversation because members of the classroom community seek the perspective of all students, and all voices are heard. In the most successful learning experiences, feedback comes from a variety of sources (including other students). In what ways are teachers knowledge of the learning process and learning differences reflected in planning and preparation? By continuing to stay informed, enhancing their skills, and further developing their cultural competence, teachers become ever more effective and grow as leaders in their schools. The components of Domain 2: Learning Environments describe conditions and qualities of environments that are conducive to learning and support student success. How are students academic, social, and emotional assets leveraged to promote student success? They prepare for instruction that sets high expectations for every student, includes sound assessment methods, and expertly structures lessons to support all students engagement with content. In the most successful discussions, all students are engaged. In what ways do teachers ensure that records are created and maintained in a reliable, accurate, and accessible fashion? It is essential that teachers value and partner with students families and communities. In what ways do teachers establish and clearly communicate the standards for high-quality work? How do teachers design formative assessments that allow for adjustments to instruction and support student agency? True engagement is present when students are intellectually active and emotionally invested in learning important and challenging content, not simply when they are busy or on task. The critical distinction between experiences in which students are compliant and those in which they are engaged is that in the latter, students are developing their understanding through rich learning experiences, collaboration and teamwork, and thinking and reflection. Even the best materials require more than following a script or carrying out other peoples instructional designs. 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. It is difficult to overstate the importance of planning and preparation. Teacher-student and student-student interactions demonstrate caring and respect and honor the dignity of each member of the community. What evidence indicates that students monitor and reflect on their behavior and the impact it has on their classmates and their learning? They take ownership of and demonstrate pride in their accomplishments. 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. Learning environments should be supportive and challenging. How do students demonstrate that questioning and discussion is helping them to think critically and deepen their understanding? 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. Assessment plays a critical role in learning and serves as a powerful instructional tool for teachers. Some teachers teach in a standard classroom, some travel from classroom to classroom, some teach primarily online, and others teach in a gym or on a stage. 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. In what ways do students demonstrate their agency in the classroom? Excellent teachers do not simply dictate and then reinforce positive behavior; they work with students to promote them by encouraging self-monitoring, reflection, and collective responsibility. K0iABZyCAP8C@&*CP=#t] 4}a ;GDxJ> ,_@FXDBX$!k"EHqaYbVabJ0cVL6f3bX'?v 6-V``[a;p~\2n5 &x*sb|! For instance, the way in which teachers engage students in a discussion or an activity speaks volumes about the extent to which they value their students as individuals. The components in this domain emphasize what it means to be a full member of the teaching profession, to serve students, and to be dedicated to the collective values and goals of the school and the community it serves. 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. The components of the other domains provide a foundation for purposeful, engaging, and successful learning experiences. This journey is fueled by curiosity and compassion; it requires creativity, resourcefulness, humility, leadership, and wisdom. 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. Engaging in collaborative inquiry with colleagues is one key practice that supports growth and development. Students demonstrate curiosity and engage one another through questions and dialogue, challenging each others thinking with respect and humility. The best evidence of engagement is not what teachers are saying or doing (or even what they have planned) but what students are saying and doing as a result. endstream endobj 306 0 obj <> endobj 307 0 obj <> endobj 308 0 obj <>stream But when formative assessment is a key component of learning experiences, teachers and students are able to gauge whether they have learned the content or mastered skills, as well as where they are on the path to meeting their learning goals, making them ultimately more likely to be successful in achieving their purposes. They have a strong moral compass and are guided by the best interest of each student. Purposeful classroom rules and norms alongside engaging instruction combine to support an optimal learning environment that allows students to grow and thrive. 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. In what ways do teachers model a culture of thoughtful, generative professional inquiry? Start putting the updated Framework to use today at framework-for-teaching.org. %%EOF endstream endobj 309 0 obj <>stream Effective teachers partner with families in creating learning environments and building a community of learners. What evidence indicates that the learning space has been designed specifically to suit and support the content and the students? In many cases, teachers do important work to ensure that students and their families fully understand what different grades, scores, or designations mean. What are some examples of teachers integrating academic and developmental goals toextend student learning? 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. Vn& KZp-3_-?Rf\nrsys;ZE,dDOUT:K/"o"D%_$=@HFSir 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. 305 0 obj <> endobj They emphasize the purpose of these goals, both in relation to the larger curriculum and students own interests and purposes, and communicate the why behind the goals in a way that makes them meaningful and relevant. How do teachers utilize multiple sources of evidence to analyze their practice and the effectiveness of their instruction? Additionally, student inquiries or unanticipated events might create new and unexpected learning opportunities that are worth pursuing in the moment. It was, in many ways, the first of its kind and has stood the test of time. One could argue that a teachers role is not so much to teach as it is to arrange for learning. How do students connect to the purpose and value of learning to grow both academically and personally? What evidence indicates that teachers respect cultural differences and work to develop and demonstrate cultural competence? They also continuously seek to develop their understanding of the students and communities they serve. Routines and procedures that are effective because they are efficient or suggest choice where none exists, may not always honor the dignity of students and, in the end, may not actually be effective at all. Tasks and activities provide cognitive challenge and students are encouraged to reflect on what they have learned. Our resources support teacher professional learning across the career continuum from pre-service teacher preparation through teacher leadership and beyond. 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. While successful teachers are adept at asking questions that lead to fruitful and purposeful discussions, they have also established routines, created safe spaces with their students, and taught and modeled skills that allow them to gradually move from the center to the side so students can maintain the momentum. How are lessons and learning experiences arranged and structured to build upon and enhance student learning and autonomy? They must know which concepts and skills are Dedication to this work is revealed through a teachers ongoing, deliberate process of growth and evolution, their contributions to the school community, and their ongoing partnerships with the families and communities with whom they work. Planning and preparation involves understanding the curriculum and knowing the students in order to adapt to meet their individual needs. 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. In what ways do instructional outcomes align with grade-level standards to ensureambitious instruction for all students? What evidence indicates that classroom procedures that support student responsibility and autonomy have been taught and are responsive to students needs? Those who take up the work have a lasting and profound impact on the lives of students. Individual lessons, activities, and tasks, as well as instructional pathways, have multiple and effective opportunities to think, reflect, and consolidate understanding. Finally, though sometimes less obviously, non-instructional tasks must also be handled efficiently to focus time and energy on learning. When a strong culture for learning has been established, other aspects of teaching become easier and more rewarding. They often do so imaginatively as well, embellishing their descriptions, using multiple means of representation to explain content, employing analogies or metaphors to support understanding, and linking the content to students own lives and prior knowledge. When families feel unwelcome or excluded from the learning community, when their students do not receive the support they need, or when their cultures and identities are viewed as deficits rather than assets, success for each student is not possible. Students demonstrate agency and critical thinking in completion of tasks and activities that require high levels of intellectual engagement. Box 47200 These aspects of teaching are not associated with the learning of any particular content but rather support the understanding of all content and attend to the social-emotional needs of students. When even one student feels unsafe or excluded from the learning community, does not have the support they need to meet the outcomes, feels their self-confidence shaken or their love of learning stifled, excellent teachers work to address these issues and make excellence possible for each student. for a comparison of the two versions of the framework. The FFT is an evolving instructional resource that provides a roadmap for effective teaching. Such teachers prepare and support students to assume responsibility for their own learning, and the student initiative they expect motivates students to excel. Without a deep understanding of students identities and lives in the midst of these crises, we have little chance of meeting their needs. 1720 W. Division Street Chicago, IL 60622. Students should understand what they are learning, as well as how they will learn and be able to demonstrate their understanding of the content and skills. Established structures and processes keep families informed about the instructional program and provide opportunities for input and feedback. Questions and discussions challenge students to reason, reflect on learning, justify their thinking, and generate ideas for future inquiry. In order for learning to occur and for students to feel safe and valued, teachers must attend to supporting a climate of respectful behavior in ways that affirm the dignity of each student. 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. The Danielson Group is finalizing the PDF of the updated framework and creating additional resources to support its use. When teachers have access to well-designed instructional materials, much of the work of unit and lesson design has been done by the materials developers; indeed, this is one of the principal benefits of using such materials. It requires critical thinking, curiosity, courage, autonomy, resourcefulness, gratitude, and compassion. Subscribe to our newsletter and follow us on Twitter to receive the latest updates and resources that will help you put the Framework to work. xVKo0W19H8 EBqKv=nVMx _ wpv0[4."J%"zT^AK947c -LI9mDi`vhBY)ga /-GZ/hFCEOOXZ+=[0d>vhJCvFPp0 To maximize learning, teachers must be able to make the curriculum accessible to each and every learner. The following focused evaluation forms contain both the original Student Growth Goals and the 21-22 Pilot Student Growth Goals. 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. It was, in many ways, the first of its kind and has stood the test of time. Teachers use evidence from activities and assessments to identify the impact of different elements of practice on student learning and evaluate the success of learning experiences. While academic content and development is obviously a priority in school, outcomes should incorporate other aspects of student development, including their social and emotional development and habits and mindsets to support learning. Lesson and unit plans are well structured and flow from one to the next to support student learning and development. Rules calendar, code revision forms, more K-20 network, E-rate, best practices, more, Resources, prohibiting discrimination, more. They could workeither alone or togetherto solve a problem, participate in a class discussion, or reflect in their journals on new information. Assessment is an integral part of learning experiences themselves, not just a signal of the end of a lesson, unit, or course. Teachers make wise decisions,especially under challengingcircumstances, that are in thebest interest of students and theirfamilies. How do the teacher and students demonstrate their dedication to content mastery and personal growth? Even so, engaging learning experiences typically have a discernible, coherent structure that teachers have carefully prepared. Teachers seek knowledge regarding the students and community they serve and apply findings to their practice and development of the school culture. Student interest then yields greater understanding and potentially inspires a sense of purpose that can help them succeed in the classroom and beyond. There is a clear sense of dedication to learning; both content mastery and personal growth are valued. Seeking greater flexibility in how school rules and policies are applied, expert teachers advocate for their students in ways that might challenge traditional views and the educational establishment when current policies or procedures are out of line with community values or have not served students equitably. Students lived experiences and funds of knowledge are the foundation for the development of identity, purpose, intellect, and character. They recognize that their role and their interactions with students are also situated within a larger societal context, so they carefully reflect upon their own identity and biases to better connect with students. A strong culture for learning rests on high expectations accompanied by support. They are especially adept at valuing students responses, building on them, and making use of their ideas to help students arrive at new understandings of complex material. Successful teachers provide multiple ways for students to engage with the content and represent their ideas. When appropriate, teachers use their expertise to alter or replace pre-planned activities based on students understanding, questions, and interests. Teachers model, explicitly teach, and reinforce habits that promote learning, ethical behavior, and citizenship. *k%j The alignment of outcomes to grade-level standards is essential to support ambitious instruction and high expectations for each and every student. That is, the experience has closure, in which teachers encourage students to derive the important learning from the tasks, discussion, or materials. This tool turns self-reflection and classroom observations into a personalized learning experience by matching high-quality resources to individual professional learning goals. To accompany this interactive, online version of the Framework, our free FFT In Action portal, powered by 2gnoMe is also available. While it may prioritize addressing gaps or misunderstandings, it should also provide encouragement and identify strengths that students can leverage in this or future challenges. This tool anchors comprehensive approaches to teacher growth including coaching, professional learning communities, self-assessment and reflection, and other essential practices. In what ways is student input applied to create a sense of shared ownership over the learning space? 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. Online platforms cannot replace a skilled teacher and should not simply be a substitute for non-digital resources (e.g., a PDF version of a workbook), but a digitally-rich environment can provide students with opportunities to expand knowledge and practice the skills they are learning. Successful teachers engage students themselves and their families in setting goals, tracking progress toward them, and celebrating their attainment. The work of preparing to teach a lesson or unit is at the core of professional planning and preparation. The teacher documents student progress toward learning and developmental goals and shares information with students, parents, and educational collaborators. Instructional outcomes integrateacademic and social-emotionaldevelopment to complement andbuild on one another. When they master complex material, they enjoy the satisfaction that comes only from demonstrating competence in important and demanding work. It is a calling. As part of the work of organizing the space, teachers must attend to safety and equitable accessibility for all students. Teachers and students share an overarching dedication to both content mastery and personal growth. Teachers consistently use assessment data to direct planning and preparation and to support individualized student instruction. A key component of the intellectual life of the school is collaborative inquiry. What are some ways teachers provide resources and supports for students that increase accessibility and promote student agency? The teacher Over time, the FFT has evolved to reflect new learning in the field and meet the needs of todays classrooms and students. In what ways do technology and digital resources enhance personalization, connection, exploration, and intellectual engagement? Effective teachers also explain how students will learn and what it will look like when they are successful. Like students (and all human beings), teachers are on a journey of personal development and discovery. How is the vision for student success shaped and informed by the values of the community? Migrant & multilingual, homeless, foster, more School safety, Physical health, nursing, more, Applicants, certified administrators, more. Classrooms, no matter what form they take, are crowded and busy places. Technological and digital resources support personalized instruction, equitable learning, engagement, exploration, connection, and student development. Their questions probe student thinking and serve to extend understanding. hs2z\nLA"Sdr%,lt 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. What evidence indicates that students monitor their own understanding to analyze their progress toward learning goals? What evidence indicates that structures are in place and consistently utilized to keep families informed and collect their input and feedback? It is their space, and they make it work to promote learning. As with other components of instruction, it is important to remember that routines and procedures are not established in a vacuum but must reflect the students and their needs. Before teachers have mastered the skill of questioning and discussion, the questions they ask are often quick, low-level questions with one right answer that only elicit responses from a few students or lead to discussions between the teacher and one student at a time. Students view the classroom as a space for connecting and engaging; they assume responsibility for their learning, they persevere through challenges, and they have confidence in their abilities. Opportunities for flexible learning and thoughtful collaboration are additional elements to consider in planning. What are some ways that teachers and students demonstrate a commitment to success when they experience difficulties? An environment of respect and rapport is essential for learning and development to occur. 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. In what ways do teachers thoughtfully and purposefully teach and utilize collaboration in the classroom? 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. P.O. Teachers communicate with students constantly and for a variety of purposes. %PDF-1.3 % In what ways do teacher interactions demonstrate their respect for the values of students families and local community? Teachers seek and provide additional aligned resources and supports that make content and curriculum materials accessible to students and address their individual needs. Ultimately, they assume responsibility for their progress with the teacher serving as their guide. How do teachers plans and presentations of content reflect understanding of prerequisite relationships among topics and concepts within the discipline? We know that by supporting teacher reflection, collaboration, inquiry, and innovation, the FFT has had a direct impact on student learning and development.Start exploring the updated Framework for Teaching below to guide you in your efforts to expand your practice, learn new ways to engage with students, and create innovative approaches that will forever change the way we think about school. Based on their self-assessment, teachers consider alternative approaches or perspectives, question their own ideas or beliefs, and learn new ways to further advance student learning. Regardless, teachers are responsible for working with their students to create a joyful environment that promotes learning. Students feel safe with these teachers and know they can count on them to be fair, equitable, honest, and compassionate. Old Capitol Building While any communication with or between students has a direct connection to many of the components of learning environments, communication related to the purposes of learning, the expectations for activities, and the content itself are essential aspects of instruction that support (or hinder) students intellectual engagement and academic success. Teachers model, encourage, explicitly teach, and reinforce curiosity, critical thinking, reasoning, and reflection to support student success and their social, emotional, and academic growth. Importantly, this information about where each student is in their learning trajectory must be accessible to and understood by students themselves and those who support them: their families, caregivers, and other educators. Discussions may be based on questions formulated by the teacher or the students. After examining student work, they may conclude, That approach didnt work! This process of analysis and application of new understanding makes assessment a critical connection between planning and implementation. Teachers extend their influence beyond their classrooms by leading and contributing to school events, projects, and initiatives. They understand their studentswhat they know and are able to do within the discipline, as well as their race, culture, ethnicity, background, and interests. A clear and culturally competent approach to conflict resolution has been established and is used effectively to resolve conflict and restore trust. Our resources support teacher professional learning across the career continuum - from pre-service teacher preparation through teacher leadership and beyond. It is specific, useful, timely, and focused on improvement or further learning. 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. 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