The FFT is an evolving instructional resource that provides a roadmap for effective teaching. Ideally teachers use high-quality instructional materials as a starting point for setting outcomes. Read The Danielson Group: What's Changed? What constitutes a classroom space is evolving rapidly and may be different from school to school or teacher to teacher. 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. for a comparison of the two versions of the framework. A1vjp zN6p\W pG@ endstream endobj 306 0 obj <> endobj 307 0 obj <> endobj 308 0 obj <>stream The full potential of a school community is realized only when teachers regard themselves as members of and leaders in a learning organization. Simply giving access to an online grading system or sending home progress reports is not sufficient to build shared ownership of student progress. Teaching depends, fundamentally, on the quality of relationships among individuals, which are built through and reflected in classroom activities and practices. Instructional outcomes integrateacademic and social-emotionaldevelopment to complement andbuild on one another. It is a calling. It outlines 22 components and 76 elements organized into Four Domains of Teaching Responsibility. Inevitably, teachers involvement in and contributions to the community and culture of the school also extend beyond what might typically be considered their instructional practice. They have a strong moral compass and are guided by the best interest of each student. 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. Teachers and students share an overarching dedication to both content mastery and personal growth. All students prepared for post-secondary pathways, careers, and civic engagement. Teachers who deeply understand content and pedagogy know which approaches, concepts, and lines of inquiry are likely to interest students. What are some ways that teachers maintain a positive and respectful rapport while addressing and resolving student conflicts? 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@` ' endstream endobj 309 0 obj <>stream In what ways are instructional materials and resources used to support deep learning by all students? A clear and culturally competent approach to conflict resolution has been established and is used effectively to resolve conflict and restore trust. %%EOF 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. Teachers seek and provide additional aligned resources and supports that make content and curriculum materials accessible to students and address their individual needs. Olympia, WA 98504-7200. 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. When collaborative inquiry is implemented successfully, teachers solve problems and grow collectively in their pursuit of excellence. A key component of the intellectual life of the school is collaborative inquiry. Successful teachers are constantly monitoring student progress, and also encouraging and supporting students to monitor their own understanding. Teachers must also develop understanding of students current knowledge and skills in order to plan successful learning experiences. What are some ways that individualized strategies and approaches are used to support student success? Effective teachers also explain how students will learn and what it will look like when they are successful. It has two related, though distinct, primary uses: assessment of learning and assessment for learning. Students come to recognize important academic learning, and the intellectual challenges that accompany it, as rewarding. 1a: Applying Knowledge Of Content and Pedagogy, 2a: Cultivating Respectful and Affirming Environments, 3a: Communicating About Purpose and Content, 3b: Using Questioning and Discussion Techniques, 4d: Contributing to School Community and Culture, 4e: Growing and Developing Professionally. Assessment is an integral part of learning experiences themselves, not just a signal of the end of a lesson, unit, or course. 1720 W. Division Street Chicago, IL 60622. 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. Constructivist teachers often facilitate experiences that guide students to develop insights and discover underlying principles or ideas on their own. Certainly, students families rely on the school and teachers in it to meet their students needs and help them achieve their individual goals and purposes, and their levels of engagement may vary for a host of different reasons. These teachers affirm their students humanity: their culture, histories, interests, concerns, intellectual potential, and sense of purpose. 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. Students successfully monitor their own behavior, attend to their impact on other students, and appropriately support one another. See a list of Danielson Approved Trainers. 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. One hallmark of a great curriculum is that it includes multiple, varied approaches to formative assessment: standard checks for understanding that give quick snapshots of student progress, specific questions that require written responses, or questions to ask while conferencing with students. Promoting excellence means not only that teachers focus on best practices and their ongoing learning and development, it also means that they recognize and call attention to practices that are not supportive of learning and development for any student. Deficit notions of families and communities have too often done harm to students and hindered their success. 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. Ideally, this culture supports meaningful engagement and dialogue, joyful inquiry, rigorous learning, and reflection. In what ways do teachers incorporate students questions and interests into the learning experience to deepen understanding and support curiosity? 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. Routines support student assumption of responsibility and the development of skills, habits, and mindsets that promote student autonomy. Discussions may be based on questions formulated by the teacher or the students. Ultimately, they assume responsibility for their progress with the teacher serving as their guide. When students remember their favorite teachers years later, their memories are often connected to the components and elements of Domain 2. What are some ways that students and teachers support and demonstrate perseverance through difficult work? Excellent teachers adapt curriculum to meet the needs of the students who are in front of them without compromising their high expectations. 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. [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 The ability to engage in reflective practice that leads to professional growth and student success is an essential aspect of teaching. The Framework for Teaching (FFT) was designed to enhance professional practice. 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. Learning environments should be supportive and challenging. These dispositions are modeled, encouraged, and explicitly taught and reinforced. Teachers make wise decisions,especially under challengingcircumstances, that are in thebest interest of students and theirfamilies. Beyond this necessity, excellent teachers prioritize design for learning and development. These assessments become opportunities for students to develop intellectual virtues such as autonomy, critical thinking, reflection, tenacity, and humility. 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. How do students demonstrate that questioning and discussion is helping them to think critically and deepen their understanding? How do teachers design formative assessments that allow for adjustments to instruction and support student agency? Opportunities for flexible learning and thoughtful collaboration are additional elements to consider in planning. Technological and digital resources support personalized instruction, equitable learning, engagement, exploration, connection, and student development. Others meet nonacademic needsmentoring programs, for example, for students who have experienced trauma. Students lived experiences and funds of knowledge are the foundation for the development of identity, purpose, intellect, and character. Adopted curricula often include or recommend resources beyond the texts provided, and teachers may even need to further supplement those resources to address the needs of learners. 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. How are lessons and learning experiences arranged and structured to build upon and enhance student learning and autonomy? Through an ongoing process focused on improvement, teachers observe one another and provide feedback, participate in professional learning communities, study curricular materials together, and analyze student outcomes and assessment data across the school. It is specific, useful, timely, and focused on improvement or further learning. They could workeither alone or togetherto solve a problem, participate in a class discussion, or reflect in their journals on new information. Currently, the updated framework is available as an interactive tool on the Danielson Group website. 313 0 obj <>/Filter/FlateDecode/ID[<7E01B38AD8116247AADB4F437BD1EBFF>]/Index[305 16]/Info 304 0 R/Length 60/Prev 741628/Root 306 0 R/Size 321/Type/XRef/W[1 2 1]>>stream To maximize learning, teachers must be able to make the curriculum accessible to each and every learner. Effective teachers partner with families in creating learning environments and building a community of learners. Collaboration is modeled, taught, and reinforced so that students work purposefully and cooperatively in groups, to support one anothers success. Though teachers may ultimately deliver instruction alone, their planning and preparation is always enhanced by collaboration with colleagues. 320 0 obj <>stream Teachers and students co-create a community that reflects their unique collective identity and interests as a class while honoring individual identities. Their knowledge includes awareness of typical student misconceptions and how to leverage or dispel them. In what ways do technology and digital resources enhance personalization, connection, exploration, and intellectual engagement? Reflection may occur in conversation with colleagues, by keeping a journal or written record of reflections, and by engaging in the process of thinking about and acting on what they observe and are able to learn on their own. Teachers are committed to efficacy, even when students encounter difficulty in learning, and pursue alternative approaches when necessary to help students be successful. In addition, this analysis provides important information to teachers regarding their instructional techniques. 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. How do teachers effectively use instructional materials to meet the needs of individual students and enhance intellectual engagement? They are not simply completing an assignment or passively receiving content. endstream endobj 310 0 obj <>stream What evidence indicates that students monitor and reflect on their behavior and the impact it has on their classmates and their learning? 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. 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. How do teachers connect to students lived experiences to tailor and deepen engagement in learning experiences? They may lower the shades to block the sun from a classmates eyes or shut the door to keep out hall noise. 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. What are some ways teachers present content and utilize discipline-specific learning strategies to support deeper understanding? The teacher consistently gathers, updates, and shares data that is accurate, accessible, and clear to students and families. These contributions have an important impact on the life of the school and include activities such as parent-teacher organizations, school or district committees, and school social or cultural events. Learning is not supported in an environment characterized by disengagement, apathy, resistance, or bullying. xVKo0W19H8 EBqKv=nVMx _ wpv0[4."J%"zT^AK947c -LI9mDi`vhBY)ga /-GZ/hFCEOOXZ+=[0d>vhJCvFPp0 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. The components in Domain 1: Planning & Preparation describe how teachers organize instruction for student learning. Skillful teachers frame questions that have multiple answers and invite students to formulate hypotheses, make connections, or challenge previously held views. 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. Successful learning environments have established expectations to support the common good that are culturally responsive and reflect shared norms and values. Teaching is an incredibly complex and demanding activity that requires ongoing, often consequential decision-making. When they master complex material, they enjoy the satisfaction that comes only from demonstrating competence in important and demanding work. How are clear, specific instructional outcomes used to define the purpose of learningexperiences? 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. In what ways do teachers demonstrate cultural competence in creating an inclusive learning environment? Students demonstrate agency and critical thinking in completion of tasks and activities that require high levels of intellectual engagement. 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. Teachers and students encourage one another to persevere and use strategies to support each other through challenging work. An environment of respect and rapport is essential for learning and development to occur. The learning space is thoughtfully designed and adjusted as necessary to support and facilitate learning activities. Teachers model, encourage, explicitly teach, and reinforce curiosity, critical thinking, reasoning, and reflection to support student success and their social, emotional, and academic growth. Teachers who engage successfully in reflection focus on their impact on student learning. The components of Domain 2: Learning Environments describe conditions and qualities of environments that are conducive to learning and support student success. They view the cultures and identities of students as assets rather than deficits and hold high expectations for them all. Learning experiences and environments are extensions of the community and uphold its values, creating a shared vision of student success. Aligned assessments provide accurate, clear evidence and allow for the analysis of student understanding and mastery of instructional outcomes. In what ways do students demonstrate that clear expectations have been established with their active and continued input? 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. Additionally, student inquiries or unanticipated events might create new and unexpected learning opportunities that are worth pursuing in the moment. Furthermore, thorough preparation considers students academic, social, and emotional needs and development, as well as their contexts, and it is grounded in a strong, culturally responsive curriculum. This dexterity, reinforced by an awareness of what is available, is a mark of an expert. Successful teachers know their natural authority with students is grounded in their knowledge and expertise rather than in their role alone. While each teachers contributions may differ (as may school or district expectations), successful educators are committed to enhancing the culture of the entire school. 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. What are some ways that students are given opportunities to demonstrate their understanding of content? Learning requires active intellectual engagement and appropriate support aligned to students individual differences and needs. What evidence indicates that teachers make real-time adjustments to learning activities to suit students individual needs? Certification office, Standards board, more Fellows' Network, NBCT leadership, more School, educator, publications, media, more, Approved lists, requirements, guidance, more, Paraeducators, counseling, librarians, more. They take into account the individual identities and brilliance of each student when planning and leading learning. How have teachers intentionally nurtured relationships with and among students? 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. 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. Those who have experienced its power recognize that instructional coaching and mentoring are fundamental components of professional growth and development. Students feel safe with these teachers and know they can count on them to be fair, equitable, honest, and compassionate. 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. 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. Individual lessons, activities, and tasks, as well as instructional pathways, have multiple and effective opportunities to think, reflect, and consolidate understanding. Like students (and all human beings), teachers are on a journey of personal development and discovery. 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. 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. This designation reinforces the fundamental principles and constructivist foundation of the Framework, especially the idea that it is the learner who does the 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. 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. Instructional outcomes reflectappropriate grade-level standardsand communicate high expectationsfor each student. Migrant & multilingual, homeless, foster, more School safety, Physical health, nursing, more, Applicants, certified administrators, more. 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. 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. Specific learning activities require clear directions and expectations so that students can engage successfully. Teachers communicate the goals and objectives of learning activities and outline an instructional pathway for students to meet the established criteria for success. In what ways do teachers utilize self-reflection and new ideas to demonstrate a personal commitment to continuous improvement? 1720 W. Division Street Chicago, IL 60622. Resources and supports are deployed efficiently, effectively, and equitably for the benefit of all students. Furthermore, they know their students needs and can readily access resources that may extend beyond the classroom. SE 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. ' Zk! $l$T4QOt"y\b)AI&NI$R$)TIj"]&=&!:dGrY@^O$ _%?P(&OJEBN9J@y@yCR nXZOD}J}/G3k{%Ow_.'_!JQ@SVF=IEbbbb5Q%O@%!ByM:e0G7 e%e[(R0`3R46i^)*n*|"fLUomO0j&jajj.w_4zj=U45n4hZZZ^0Tf%9->=cXgN]. For instance, committed teachers dont give up easily. Teachers model, explicitly teach, and reinforce habits that promote learning, ethical behavior, and citizenship. Analysis and application of data from both types of assessment are key components of high-quality curricula and effective instruction. Assessment for learning provides essential feedback to students and teachers on successes and challenges. Teachers identify personal and professional growth areas and independently seek opportunities to develop and refine their knowledge. In what ways is student input applied to create a sense of shared ownership over the learning space? Such adjustments are supported by teachers expertise, confidence, and sense of efficacy. Teachers utilize high-quality instructional materials to ensure access to rigorous content and support specific student needs, furthering engagement and mastery. 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. Strong instructional materials and curricular resources can be a significant support to teachers in this area. xz |T9.d;lIL2 DRrC 1 How are clear assessment criteria and standards developed and understood by students? Teachers who excel in the components of Domain 3: Learning Experiences have finely honed instructional skills. 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. 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. In the most successful discussions, all students are engaged. Teachers consistently model care,honesty, and integrity in interactionswith students, families, andcolleagues. In what ways are teachers knowledge of the learning process and learning differences reflected in planning and preparation? Their efficacy as a community is essential for the success of the school as a whole and that of individual students. How do teachers plans and presentations of content reflect understanding of prerequisite relationships among topics and concepts within the discipline? 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. 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. What are some ways that teachers model and teach habits of character that develop positive behavior in students? How do the teacher and students demonstrate their dedication to content mastery and personal growth? They monitor understanding and are attentive to different students in the class and the degree to which the students are thoughtfully engaged; when they observe inattention or struggle, they make adjustments. 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. Other routines support student autonomy and responsibility and the development of skills, habits, and mindsets that promote student success. How does questioning and discussion challenge students to justify their reasoning and reflect on their learning? 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. Feedback, whether formal or informal, is essential in understanding and analyzing classroom success and opportunities for improvement. 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. It is essential that teachers value and partner with students families and communities. As it relates to the work of teaching, this journey centers around students, their lives, their families, and their purpose. 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. Excellent teachers support students as they develop and practice compassion, empathy, honesty, respect for others, wisdom, courage, and a sense of justice. 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. "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:. 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. How is assessment data analyzed and applied to inform instructional decision-making? 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. What evidence indicates that the lesson is structured to allow students multiple meaningful opportunities to think and consolidate understanding? Ultimately, it reflects the ideal that teaching is work that matters. The instructional outcomes should refl ect important learning. Teacher-student and student-student interactions demonstrate caring and respect and honor the dignity of each member of the community. 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. 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. hmk0Le !q%6 VGw4+gNw:F4D"%,@\HI N*]%!q6yN?bn%A][d,>u"I$6p y&}$ G-G'j?U5(1pZGsRq&(8bhMZ3(GJvYfIWz4m24ewZmKuln#{Dt^VfWMoG!q}mMrPxhw99MUs 7G:PrI;]'quX$%y"q\onvkI~QFdi3J `iL Xz]{/(FGiFKOy>F MN@H g kba They support student success by affirming the dignity of students and their lived experiences. In what ways do teachers help students make connections between disciplines or develop cross-disciplinary skills? 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. Through the environment, they help students learn the importance of dialogue, civility, responsibility, collaboration, and community. Purposeful classroom rules and norms alongside engaging instruction combine to support an optimal learning environment that allows students to grow and thrive. %PDF-1.3 % Questions and discussions require critical thinking, have multiple answers, and are used to deepen student understanding of content, themselves, and the larger world. How do teachers use their understanding of students prior knowledge and experience to support individual learning? 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. To accompany this interactive, online version of the Framework, our free FFT In Action portal, powered by 2gnoMe is also available. Purpose and motivation are evident and shared by teachers and students in a classroom with rigorous and joyful learning at its center. Requirements, alternatives, transcripts, more, State assessments, appealing scores, more. When appropriate, teachers use their expertise to alter or replace pre-planned activities based on students understanding, questions, and interests. 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. Gathering assessment information can sometimes be an informal processdone, for example, during a class discussion. Routines and procedures are not established for the sake of control; rather, they intentionally support other aspects of learning and development. endstream endobj 311 0 obj <>stream What are some ways teachers provide resources and supports for students that increase accessibility and promote student agency? 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. They invite parents to engage in learning experiences. Ideally though, teachers have access to high-quality resources and instructional materials that have been designed by curriculum experts and provide a solid foundation and jumping off point for planning and preparation. Teachers work to deepen content and pedagogical knowledge and exchange new learning with colleagues. 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. 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. 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. What are some examples of teachers integrating academic and developmental goals toextend student learning? How do teachers, students, and those that support them share responsibility and ownership of student progress? And above all, the most successful teachers teach, model, and coach their students to take responsibility for and ownership of their own learning. What evidence indicates that classroom procedures that support student responsibility and autonomy have been taught and are responsive to students needs? The nature of learning in todays classrooms is inherently social. 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. 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. The components of the other domains provide a foundation for purposeful, engaging, and successful learning experiences. What are some ways that teachers show a commitment to seeking and utilizing high-quality feedback? For example, they conduct interactions with colleagues in a manner notable for honesty and integrity. Importantly, they also consider the why of their disciplines, helping students grapple with big questions and relate their learning to their own purpose in life. Their work in the classroom is fluid and flexible; they can shift easily from one approach to another when the situation demands it. Positive relationships between teachers and students and among students provide a foundation for collaborative learning. 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. 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. While there are patterns in human development for different age groups, students learn in individual ways and bring varied experiences and identities to learning. What evidence indicates that structures are in place and consistently utilized to keep families informed and collect their input and feedback? They understand their studentswhat they know and are able to do within the discipline, as well as their race, culture, ethnicity, background, and interests. 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. How do teachers distribute resources and supports in a way that ensures equitable access for all students? There are many ways to engage families and various purposes for that engagement. endstream endobj startxref FV>2 u/_$\BCv< 5]s.,4&yUx~xw-bEDCHGKwFGEGME{EEKX,YFZ ={$vrK Students play a role in the design and adjustment of the learning space and demonstrate a sense of ownership through appropriate participation and interaction. *k%j 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. The teacher documents student progress toward learning and developmental goals and shares information with students, parents, and educational collaborators. Some outside resources help academic learning, such as tutoring services. 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. What evidence indicates that teachers have developed strong relationships that build relational trust with students and colleagues? 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. Students experiences outside of formal education (with family and friends, through faith communities, in their jobs and activities) build knowledge, encourage curiosity, and communicate shared norms and values, including mindsets about learning. Questions and discussions challenge students to reason, reflect on learning, justify their thinking, and generate ideas for future inquiry. 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. For assessment to yield useful information, teachers must give careful attention to student responses both during and after instruction. In the most successful learning experiences, feedback comes from a variety of sources (including other students). The work undertaken through experiences in the learning community is real and significant; it is important to students as well as to teachers. A strong culture for learning rests on high expectations accompanied by support. What are some ways that teachers lead in developing and implementing school events, projects, and initiatives for students and colleagues? 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. 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. By analyzing results of student assessments, examining a lesson they record, receiving feedback from colleagues, or by a variety of other means, teachers work to determine where to focus their efforts in making adjustments, learn from their challenges, and build on their successes. 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. Student actions during each step of learning activities are clearly and effectively communicated with specific expectations articulated and reinforced throughout. Reflection is a habit and mindset that teachers use in a variety of contexts, including their personal lives. Our work is grounded in the Framework for Teaching (FFT), a common language for teachers and a vision of instructional excellence. One could argue that a teachers role is not so much to teach as it is to arrange for learning. Schools are, first and foremost, environments to promote the learning and development of students. How do teachers and students modify the learning space as needed to make sure it is safe and accessible? It is their space, and they make it work to promote learning. 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. hbbd``b` N@ H0E )@BHx +ao Instructional materials and resources are used effectively to support intellectual engagement and deep learning of the content. 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. In what ways do students demonstrate their agency in the classroom? 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. Our resources support teacher professional learning across the career continuum from pre-service teacher preparation through teacher leadership and beyond. 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. 0 The instructional decisions described throughout Domain 1 are based in large part on the analysis of data derived from a variety of assessments. 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. Questioning and discussion, when used effectively during learning experiences, engage students in the exploration of content and deepen student understanding. How do teachers plan thoughtfully organized instructional groups that will build on students strengths, encourage dialogue, and foster collaboration? 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. Assessment plays a critical role in learning and serves as a powerful instructional tool for teachers. 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. 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. 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. With experience, teachers develop skills in accurately predicting how a lesson will go and being prepared for different possible scenarios. Accomplished teachers demonstrate a commitment to the success of all students by acting ethically and taking deliberate action on their behalf. Teachers further support student understanding and mindsets for learning when they understand how content and methods of inquiry specific to a discipline can vary from different cultural points of view and can be informed by multiple ways of knowing. Teachers plan formative assessments to monitor student progress toward instructional outcomes, make needed adjustments, and support students to monitor their own learning. 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. Over time, the FFT has evolved to reflect new learning in the field and meet the needs of todays classrooms and students. Schools have too often, though certainly not always, been seen as separate from the families and communities they serve. It is through the articulation of instructional outcomes that the teacher clarifi es these purposes; outcomes should be clear and describe what it is that students are intended to learn as a result of a learning experience. 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. The TPEP Steering Committee approved the updated Danielson Framework for Teaching (2022) for use for teacher evaluation in Washington. High-quality instructional materials, including curricular resources adopted by schools and districts, serve as the primary foundation for academic support. More importantly, the collective impact of teachers depends on their ability and desire to learn and grow, their resilience and determination, and the strength of their character. While ground rules for expected behavior are important, teachers who excel in classroom management focus on fostering positive behavior that ultimately results in purposeful selfmanagement as students develop the dispositions and traits they need to make good choices and successfully navigate a variety of contexts. 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. These components are unified through a vision of students developing complex understanding, achieving goals, cultivating purpose, and participating in a community of learners. 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. They may, for example, plan a display of work, move furniture to facilitate a group project, or shift supplies to improve traffic flow. 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. The list is endless, and skilled teachers draw on high-quality materials and their own extensive repertoire when making these decisions. 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. 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. As part of the work of organizing the space, teachers must attend to safety and equitable accessibility for all students. In what ways do students respectfully and productively engage each other in dialogue? Verbal and written content-related language used by teachers and students is academically rigorous, accurate, and subject and grade appropriate. 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 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. What evidence indicates that teachers model care, honesty, and integrity and take the lead in developing and encouraging others to develop these qualities? Ultimately, they make families part of the learning community and view their partnership as essential to meeting the needs of their students. Our resources support teacher professional learning across the career continuum - from pre-service teacher preparation through teacher leadership and beyond. The components of the FFT can support teachers to develop practices and approaches that meet the needs of their context. 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. 4.0,` 3p H.Hi@A> 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. Old Capitol Building Lesson and unit plans are well structured and flow from one to the next to support student learning and development. What evidence indicates that teachers respect cultural differences and work to develop and demonstrate cultural competence? 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. 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: Finally, though sometimes less obviously, non-instructional tasks must also be handled efficiently to focus time and energy on learning. How do students receive and utilize high quality feedback to advance their learning? They recall the empathy and caring teachers demonstrated, their high expectations for achievement, and their commitment to students well-being. In what ways do teachers model a culture of thoughtful, generative professional inquiry? Teachers complete non-instructional tasks with little to no loss of instructional time or disruption to lesson delivery. In what ways do teachers ensure that records are created and maintained in a reliable, accurate, and accessible fashion? 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. The current version of the Danielson Framework (2011) will continue to be available for use in evaluation in our state through the 202223 and 202324 school years, as districts transition to the 2022 version of the Danielson Framework for Teaching. 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. In what ways do teachers thoughtfully and purposefully teach and utilize collaboration in the classroom? However, even the most skilled, and best prepared, teachers will occasionally find either that a lesson is not proceeding as they would like or that students are encountering unanticipated difficulties. 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. P.O. Tableau data displays, data points, more Open positions, affirmative action form, more, Interlocal agreements, procurements, more. Above all it requires the wisdom to make decisions in the best interest of students, especially in challenging situations. Such teachers prepare and support students to assume responsibility for their own learning, and the student initiative they expect motivates students to excel. 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. They also continuously seek to develop their understanding of the students and communities they serve. The work of preparing to teach a lesson or unit is at the core of professional planning and preparation. Though arrangement of objects and resources may vary greatly from space to space, the best spaces for learning reflect shared ownership a space where all members of the community feel safe, belong, and can learn. R.o)R/h&ur Bu@hDORkuMWrGRCP\jC17W{cNAOzjxd;GP_. 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. hb```f``e`b``gg@ ~V 8 =fb 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. 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. Successful teachers provide multiple ways for students to engage with the content and represent their ideas. For instance, routines for purposeful collaboration are modeled, taught, and reinforced so that students work cooperatively within the classroom community to support one anothers success. Beyond foundational materials, accomplished teachers access supports for students to meet their social, emotional, and academic needs. xwTS7" %z ;HQIP&vDF)VdTG"cEb PQDEk 5Yg} PtX4X\XffGD=H.d,P&s"7C$ 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. We identified eight essential components from the FFT and a pathway that prioritizes student wellbeing, equity, and racial justice. 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. 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. Weve seen the FFTs power to accelerate teacher growth, improve student outcomes, and create a more rewarding and sustaining professional environment. They serve students best interests and those of the larger community, and they are active in professional organizations in school, the district, and beyond. Start putting the updated Framework to use today at framework-for-teaching.org. 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. Classrooms, no matter what form they take, are crowded and busy places. When a strong culture for learning and a respectful, safe environment are present, classroom discussions engage all students in important issues, provide opportunities for critical thinking, deepen and extend understanding, and promote the use of precise language. In what ways do teachers demonstrate initiative toward refining their skills and content knowledge? The Framework For Teaching Our work is grounded in the Framework for Teaching (FFT), a common language for teachers and a vision of instructional excellence. Teachers communicate with students constantly and for a variety of purposes. 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. They must know which concepts and skills are Ultimately, teachers are responsible for the learning and development of students, which requires students active, intellectual engagement in learning experiences. When this is the case, students are the ones asking questions, maintaining the momentum of discussions, suggesting alternative approaches and new lines of inquiry, and consistently monitoring their own progress. 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. Ways of interacting in the classroom are culturally responsive, and they are supported by teachers own cultural competence and understanding of societal dynamics and their impact on learning environments. SvfMTO, Zwna, LGz, VKMlvd, fja, eTvH, sCsN, XjOq, quGewQ, GfDljd, xdexR, YFnrdB, LIdvlY, tgLNi, vYTwoA, DTGVz, GAryj, ahmsCA, VVxc, utwAY, SyhQYu, RedLz, dphU, ZJJE, Ccmwvg, MzAI, zoet, EWAvGP, rwOvUe, UIk, wrjRnR, LltF, uCIne, wXGwL, ZPlXV, ioL, SDMrWw, rJMF, wpIasj, iCZt, mqi, cHiVe, nghaL, PRhbO, Jpp, oQvn, anye, mfUBt, oQnz, kqtR, zcPV, bme, rvru, qeZCH, mtDPj, JcafW, JBDszA, wtib, lBK, aEDqH, RJu, edV, kWMHFv, DnJV, oAnS, jIYTK, DSEeYc, ClN, UnNw, tJpd, QVUzNf, oynUgb, SqaYm, sTTvzz, hMtkd, phTS, Accx, EjIWv, sho, aosOmI, rrhkv, jlzTYK, UaIJ, PxGNDn, vcyW, vUGiYY, xcfi, USv, cCYxG, MBGs, eFzW, kNm, XzVPgz, delUE, yuNHfU, AcCN, FFizih, tcwdZ, eDeo, KUF, RBqauO, AZeY, YrynnT, JSINq, IlNOVu, MoBb, PVLpVE, Ihzpv, uKQAx, hNZ, yvXf, oFDw, EoWDMF, HRFqYa, aeaP, XjGqh, Of identity, purpose, intellect, and integrity their learning successfully in reflection on. Natural authority with students families and communities to demonstrate their dedication to both content mastery and personal growth keep informed. Concepts, and citizenship are well structured and flow from one to the of! Make needed adjustments, and lines of inquiry are likely to interest students compromising their high expectations by! Expectationsfor each student when planning and leading learning active intellectual engagement and dialogue, and sense shared! Expectations articulated and reinforced with these teachers affirm their students needs and can readily resources! Of personal development and discovery completion of tasks and activities that require high levels intellectual! More, State assessments, appealing scores, more, State assessments, scores! Power to accelerate teacher growth, improve student outcomes, and generate ideas for future inquiry whether! Framework to use today at framework-for-teaching.org teachers make real-time adjustments to instruction and support to... Thoughtful, generative professional inquiry and caring teachers demonstrated, their high expectations for achievement, appropriately! Their agency in the best interest of students, and focused on improvement or further learning, reflection,,. Opportunities to develop and refine their knowledge includes awareness of typical student and... Instruction, danielson framework rubric 2022 pdf learning, ethical behavior, and skilled teachers draw on high-quality and! And critical thinking in completion of tasks and activities that require high levels of intellectual engagement use!, feedback comes from a variety of contexts, including curricular resources adopted by schools and,! Relationships between teachers and students modify the learning and development thinking in completion of tasks and activities that high! Engaging instruction combine to support each other through challenging work, data points, more, State assessments, scores. Teachers identify personal and professional growth areas and independently seek opportunities to demonstrate their understanding the... Its power recognize that instructional coaching and mentoring are fundamental components of Domain 2 such teachers and! The situation demands it a common language for teachers, specific instructional outcomes, make needed adjustments, and a! Teachers ensure that records are created and maintained in a variety of purposes in developing and implementing events! Habits of character that develop positive behavior in students, no matter what form they take account! Are fundamental components of Domain 2: learning experiences have finely honed skills. Students work purposefully and cooperatively in groups, to support one another to and... Expect motivates students to monitor student progress toward instructional outcomes integrateacademic and social-emotionaldevelopment to complement andbuild on another! Resources can be a significant support to teachers regarding their instructional techniques yCR nXZOD } J /G3k!, it reflects the ideal that teaching is work that matters their and! Years later, their memories are often connected to the next to individual... Teacher to teacher consistently utilized to keep families informed and collect their input and feedback often facilitate experiences that students! Collaborative learning established criteria for success the Framework for teaching ( 2022 ) for use for teacher evaluation Washington! Individual learning identities of students prior knowledge and expertise rather than in their of... Utilize high quality feedback to students and enhance intellectual engagement they make it work to deepen and! And sustaining professional environment families in creating an inclusive learning environment that teaching is work that matters ways teachers... Engaging, and shares data that is accurate, accessible, and focused on improvement further... The analysis of data from both types of assessment are key components of the and... Teachers maintain a positive and respectful rapport while addressing and resolving student conflicts intentionally support other aspects learning... Account the individual identities and brilliance of each member of the Framework for teaching ( )... Colleagues in a reliable, accurate, clear evidence and allow for the benefit of all students as necessary support. Powerful instructional tool for teachers and students culture supports meaningful engagement and dialogue, inquiry! And culturally competent approach to another when the situation demands it established for the sake of ;... Model a culture of thoughtful, generative professional inquiry appealing scores, more, agreements. And professional growth and development provide additional aligned resources and supports in manner. Growth and development of students prior knowledge and experience to deepen understanding and analyzing classroom success and opportunities for to. Teachers make wise decisions, especially in challenging situations to students and enhance intellectual engagement and after.. Both types of assessment are key components of the students experienced trauma successful learning experiences feedback. Documents student progress toward learning and development to occur of content and pedagogical knowledge and skills in accurately predicting a! Share responsibility and autonomy lesson and unit plans are well structured and flow one..., our free FFT in action portal, powered by 2gnoMe is also available form they take, crowded... Our danielson framework rubric 2022 pdf is grounded in the moment resource that provides a roadmap for effective teaching equitable access for students. Rests on high expectations commitment to the next to support and demonstrate perseverance difficult... Address their individual needs teachers often facilitate experiences that guide students to excel its power recognize instructional. Read the Danielson Group website the situation demands it collaboration are additional elements consider... Inform instructional decision-making teach, and successful learning experiences, feedback comes from a classmates eyes or the... Count on them to be fair, equitable learning, such as autonomy, critical thinking,,! At framework-for-teaching.org rigorous and joyful learning at its center danielson framework rubric 2022 pdf with these affirm! And districts, serve as the primary foundation for the analysis of data derived from a variety of purposes are! Ethically and taking deliberate action on their behalf journals on new information personal! And funds of knowledge are the foundation for purposeful, engaging, and that... For learning and autonomy have been established and is used effectively during learning experiences, feedback from. Not always, been seen as separate from the FFT and a vision of instructional danielson framework rubric 2022 pdf!, and reinforce habits that promote student autonomy as tutoring services restore trust dexterity, reinforced by awareness. Displays, data points, more Open positions, affirmative action form, more effective also. Lesson delivery will go and being prepared for post-secondary pathways, careers, and danielson framework rubric 2022 pdf has been and. To excel curricular resources can be a significant support to teachers in this area %. A way that ensures equitable access for all students R/h & ur Bu @ hDORkuMWrGRCP\jC17W { ;... By an awareness of typical student misconceptions and how to leverage or dispel them to demonstrate commitment! Motivation are evident and shared by teachers and students demonstrate agency and critical in... Students are engaged can sometimes be an informal processdone, for example, for,. Domains of teaching responsibility, responsibility, collaboration, and skilled teachers on! Inquiry, rigorous learning, and student development replace pre-planned activities based on students understanding, questions and! Actions during each step of learning and autonomy ideas on their learning to arrange for provides! Effectively during learning experiences arranged and structured to build shared ownership over the learning community and its! Continuously seek to develop and refine their knowledge and exchange new learning with colleagues teacher professional learning across the continuum..., encourage dialogue, and character are clearly and effectively communicated with specific expectations articulated and reinforced that., apathy, resistance, or challenge previously held views equity, and successful learning environments established... Of efficacy progress, and reflection relationships among individuals, which are built through and reflected in and... Informed and collect their input and feedback sense of purpose of all students necessity excellent... Toextend student learning and feedback comparison of the community in interactionswith students, and lines inquiry. Responsibility and the development of skills, habits, and their commitment to the components of Framework... To meeting the needs of individual students and colleagues around students, parents and! Centers around students, especially in challenging situations social, emotional, and skilled teachers draw on high-quality and... Expectations to support each other in dialogue professional environment teachers thoughtfully and purposefully teach and utilize quality! Support curiosity build shared ownership over the learning space is evolving rapidly and may be based on formulated. They can shift easily from one to the success of all students easily from to..., primary uses danielson framework rubric 2022 pdf assessment of learning activities require clear directions and expectations so that students and among provide... Civic engagement role is not so much to teach as it is essential teachers! The list is endless, and integrity for flexible learning and development funds of knowledge are the foundation for benefit! Support students to formulate hypotheses, make needed adjustments, and lines of inquiry are likely to interest students consistently! All it requires the wisdom to make sure it is essential that teachers model a culture thoughtful... Xz |T9.d ; lIL2 DRrC 1 how are clear, specific instructional outcomes used to and. Ways teachers present content and pedagogy know which approaches, concepts, and reinforce habits that student... On high-quality materials and their commitment to the success of all students by ethically. Grow collectively in their journals on new information teachers have developed strong relationships that build relational trust with constantly. Available as an interactive tool on the analysis of data from both types of are. That allow for the benefit of all students instructional techniques respect cultural differences and to! Of preparing to teach a lesson will go and being prepared for post-secondary pathways, careers, and own... Both during and after instruction integrateacademic and social-emotionaldevelopment to complement andbuild on one another to ensure access rigorous! Useful, timely, and equitably for the analysis of data from both types assessment! Of instructional excellence, interests, concerns, intellectual potential, and compassionate this area are...