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DANIELSON FRAMEWORK FOR TEACHING
SAMPLES OF ARTIFACTS
DOMAIN #1: PLANNING AND PREPARATION
Includes comprehensive understanding of the content to be taught, knowledge
of the student’s backgrounds, and designing instruction and assessment
Framework Guidelines Artifacts/Actions to Illustrate Proficiency
1a – Demonstrating knowledge of
content and pedagogy
• Content knowledge
• Prerequisite relationships
• Content Pedagogy
Artifacts should show that the teacher is remaining up-to-date with current pedagogical practice.
- List of content-area course taken to advance content/pedagogical knowledge
- List of workshops attended related to teacher’s content/pedagogical area/district initiative
- Lists of presentations made at conference/meetings pertaining to content- related material
- Lists of websites visited/used that pertain to content-related material/district initiatives/Common Core/State Standards
- List of content-related/pedagogical webinars that teacher participated in (include dates and certificates of completion, if provided)
- List of free online courses that teacher took to advance content/pedagogical knowledge
- List of courses taught at upper-level institutions
- Examples of student work that show relevant, meaningful comments made by the teacher, comments that illustrate the teacher’s content/pedagogical strengths.
- Summer reading lists and summer preparation
- Lesson plans incorporating best practices
- Sharing new knowledge with peers.
1b – Demonstrating knowledge of
students
• Child development
• Learning process
• Special needs
• Student skills, knowledge,
and proficiency
• Interests & cultural
heritage
- Lists of accommodations made for individual students
- Lists of modifications made for students with IEP’s/504’s
- Examples of differentiation in the classroom – i.e.- different handouts/exercise/assignments geared for specific learning groups
- Examples of instructional scaffolding in the classroom
- Examples of communication with families
- Progress monitoring logs
- Instructional grouping techniques
- Student profile worksheets
- Inventories, surveys and communication to families are used to gather information about students at the beginning of the year.
1c – Setting Instructional
outcomes
alignment
- Clarity
- Balance
- Suitability for diverse
learners
- Lesson plans (units) aligned to curriculum guides/common core/state standards
- Instructional outcomes are listed on the board prior to class instruction
- Examples of activities/units that display a spectrum of outcomes (basic understanding/comprehension; high-level thinking; communication, etc.)
- Assessments that show outcomes are being achieved in your classroom
- Standards are posted in the classroom
1d – Demonstrating knowledge of
resources
- For classroom
- To extend content
knowledge
- For Students
- Examples of diverse resources used in classroom (print and electronic)
- Lists of speakers used in your classes
- Supplemental materials you provide or recommend for your students – after-school tutoring, supplemental coursework, websites, etc.
- Explanations of how you use aides and specialists in your classes
- Professional journals you regularly read and consult
- Blogs/Wikis
- Web quests
- Virtual field trip/field trips
- Project-based learning
- Interactive Technology
- Demonstration of School/Community Resources (library, speakers, etc.)
- Classroom budge money is spent on substantive education resources (technology vs. borders, construction paper)
- Use of grant money – applying for grants
1e – Designing coherent
instruction
- Learning activities
- Instructional materials and
resources
- Instructional groups
- Lesson and unit structure
- Unit plans that exhibit
- Coherence (methods, materials, assessments all work together)
- Variety of instructional activities and methods
- Problem based learning
- Student choice
- Higher order thinking activities
- Progression of complexity
- Curriculum mapping
- Teacher and student reflection of lessons, learning, or feedback
- Disaggregation of student performance on summative, formative, or classroom assessments
- Daily topics and activities that reflect organization and sequencing, and variety of materials and groups.
- Description of students, instructional objectives assessments, activating, cognitive, and summarizing strategies, materials and potential misunderstandings
- Grouping patterns with students focus – teacher leads large group, students work in small groups, teacher works with small groups, students works alone, students lead presentations or assume other leadership roles within a structured lesson, etc.
2c – Managing classroom
procedures
- Instructional groups
- Transitions
- Materials and supplies
- Non-instructional duties
- Supervision of volunteers
- Center/workshop rotation charts
- Written classroom procedures To be observed during classroom observation
- Classroom rules are posed and students are aware and follow them
- Teacher makes effective use of class time (bell to bell teaching)
- Small groups work efficiently and students take initiative within those groups/groups are monitored by teacher
- Teacher has clear plan for non-instructional tasks – passing out paper, taking attendance, bathroom passes, etc.
- Teacher makes effective use of aides/paraprofessionals
- Copies of documents used to establish management procedures
- Teacher explains, re-teachers and implements procedures
- Procedures are posted in the classroom, communicates in writing to students and families early in the year.
2d – Managing student behavior
- Expectations
- Monitoring behavior
- Response to misbehavior
- Logs of parent contacts pertaining to student behavior
- Documents indicating expectations and consequences for behavior
- Explanation of classroom management system
- Data on behavioral intervention plans To be observed during classroom observation
- Students are actively engaged in the class
- Students are monitored and know the rules of the class
- Students monitor their own behavior
- Rules are clearly and consistently applies (no favoritism is evident)
- Teacher is always aware of what is going on and uses this awareness to influence student behavior through redirection and proximity
- Teacher encourages students to monitor their own behavior
- Student behavior reflects what teachers have done to establish and maintain standards
2e – Organizing physical space
- Safety and accessibly
- Arrangement of furniture
and resources
To be observed during classroom observation
- Classrooms are organized for effective teaching
- Classroom is safe (cords, computers, heavy objects, etc. are secure)
- Diagrams/photos/videos of classroom
- Furniture arrangement is appropriate for large and small group activity
- Safety is evident – no bags, trash, clothing, etc.; aisles between desks, tables, etc. provide good traffic flow; school-wide procedures for emergency exiting or lockdown are provided.
- Materials are accessible – teaching aids, boards, charts, projectors/computers are skillfully positioned and utilized
- Transparences/TV/board work/Powerpoints, posters, etc. are neat and clear for reading; high quality presentations and videos are evident and content appropriate
- Appropriate use of technology is evident
- Students are involved in supporting an organized, safe classroom through assisting with transitions, equipment, materials and supplies
DOMAIN #3 – INSTRUCTION Is concerned with the teacher’s skill in engaging students in learning the content, and includes the wide range of instructional strategies that enable students to learn.
Framework Guidelines Artifacts/Actions to Illustrate Proficiency
3a – Communicating with
students
- Expectations for learning
- Directions and procedures
- Explanations of content
- Uses of oral and written
language
- A sampling of assignments that clearly show that you expect from the students is clearly evident; communication is clear and effective
- Electronic communication with students (e-mail, Canvas, Edmodo, etc.)
- Class websites are updated regularly
- Gradebooks are updated regularly To be observed during classroom observation
- Teachings facilitate strong classroom discussion
- Students take initiative in classroom discussion
- Teacher explains to students the purpose of particular assignment/activity/learning
- Clear directions and explanations (oral and written)
- Vivid, expressive language is used to enhance student experience
- Language is audible, legible; correct usage, spelling etc. is apparent
- Teacher carefully chooses words, using rich vocabulary for student to model
3b – Using questioning and
discussion techniques
- Quality of questions
- Discussion techniques
- Student participation
- If the teacher’s formal observation is not “heavy on questioning/discussion, teacher should provide a sampling of activities that exhibit his/her ability to develop/implement effective questions in varying group settings (whole class/small group/differentiated settings, etc.)
- Video and audio of small and large group instruction To be observed during classroom observation
- All questioning/discussion activities are at a high level and consistent with the learning objectives of the lesson/unit
- Students are grouped appropriately to achieve the most learning form the questioning/discussion
- Instructional materials (technology/handouts/speakers/etc.) are used effectively to promote effective questioning/discussion
- Students take an active role in the questioning/discussion
- Essential question is posted for each lesson; question is asked by teacher and answered by students throughout the lesson
- Questions engage students in an exploration of content, are not rapid fire, low level, recitation of facts.
- “Think time” is allowed before responses
- ALL Students are engage in discussion not just a few; students often take the initiative
- Teacher stays of topic, uses follow-up, rephrases and applies what students contribute or pose.
DOMAIN #4 – PROFESSIONAL RESPONSIBILITES Addresses a teacher’s additional professional responsibilities, included self- assessment and reflect, communication with parents, participating in ongoing professional development, and contributing to the school and district environment.
Framework Guidelines Artifacts/Actions to Illustrate Proficiency
4a – Reflecting on teaching
- Accuracy
- Use in future teaching
- Lesson plans/assignments/unit plans from multiple years that show change/growth/adaptation
- Written reflection on lesson taught
- Pre and post tests with explanations
- Student survey
- Audio/video tape of class lesson
- Peer observations
4b – Maintaining accurate records
assignments
- Student progress is learning
- Non-instruction records
- Gradebook maintained
- Class website maintained
- Classroom inventory
- Student assessment data organized
- Budgets
- Progress monitoring
- Data binder
4c – Communicating with families
program
- About individual students
- Engagement of families in
instructional program
- Classroom newsletters
- Classroom website
- List of classroom volunteers
- List of communication with parents about student progress/success (e- mail/phone/meeting). Keep an accurate log.
- Examples of assignments geared particularly for families (photo frames, Mother’s Day cards, etc.)
- Teacher-organized community activates
- E-mails
- Parent conferences
- Conference summaries
- Class handbook
- Documents that demonstrate that parents are encouraged to actively assist their child’s education
- Parental responses to student inventories
4d – Participating in a professional
community
colleagues
projects
- Involvement in culture of
professional inquiry
- Service to school
- A list of all committees on which the teacher serves and in what capacity (local, state, national, teacher associations, etc.)
- A list of all extra-curricular activities supervised/coached
- A list of all volunteer work/paid within the school (scheduling, Market Day, book fairs, ticket taker, etc.)
- A lists of all presentations made at the local, state and national level
- A list of all workshops/meetings attended as a representative of the district
- List of blogs you follow/post/run (education related)
- Meeting notes
- Participation in professional organizations supporting academic inquiry
- Movement beyond one’s own classroom
4e – Growth and developing
professionally
knowledge and pedagogical
skill
- Service to the profession See DOMAIN 1a
- Examples of local professional development communities
- Reading current literature
- Best practices website reviews
- Action research
- National Board Certification
- Mentoring
- Supervising student teachers
- Professional organization membership
- Teacher awards
- Coordinate study groups or book clubs (content or practice related)
4f – Showing professionalism
- Integrity/ethical conduct
- Service to students
- Advocacy
- Decision-making
- Compliance with
school/district regulations
- Be on time
- Dress appropriately
- Be positive
- Help students
- Follow the teacher handbook/board policies
- Professional organization leadership roles
- Leadership roles in the school or in the community
- Helpfulness to students needing extra support/help
- Advocate for underserved students
- Being open-minded and willing to adopt new approaches