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Copy of Danielson Framework Domain 2

learn more about how teacher performance is rated in this section of the Danielson Framework.

Mary McCarthy

on 18 March 2015

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Transcript of Copy of Danielson Framework Domain 2

Component 2A: Creating an Environment of Respect and Rapport
Component 2b: Establishing a Culture for Learning
Component 2d: Managing Student Behavior
Post-Test and Exit Slip
Domain 2 is about the ways teachers create a classroom atmosphere that focuses on and promotes learning
1. Teacher interaction with students

2. Student interactions with other students
Do you rate the performance seen in the video any differently as a result of today's training?

Please give us feedback on this training -
thank you!
Danielson Framework
for Teaching

Understanding Domain 2:
The Classroom Environment

Teachers must manage their own relationships with students and must ensure that relationships among students are positive and supportive. In a respectful environment, all students feel valued and safe, encouraging them to take intellectual risks.
Elements of 2a
A “culture for learning” refers to the atmosphere in the classroom that reflects the importance of the work happening there. It describes how everyone will work together, the look of the classroom, and the general tone of the class. A classroom with a strong culture for learning is characterized by high cognitive energy, by a sense that what is happening there is important, and that it is essential to get it right. There are high expectations for all students, and the classroom is a place where the teacher and students value learning and hard work.
Learning Targets
1. I understand the four components of Danielson Domain 2.
2. I can distinguish between the levels of each component within Danielson Domain 2.
3. I can assess my own performance based on the Danielson Framework for Teaching.
Four Components of Domain 2
2a: Creating an Environment of Respect and Rapport

2b: Establishing a Culture for Learning

2c: Managing Classroom Procedures

2d: Managing Student Behavior
Assign a Level Activity
Working with a partner, using the rubric provided to assign a level to each of the examples.
The students are mostly respectful, with a few instances of disrespect such as talking when another person is talking and making fun of incorrect responses. The teacher attempts to respond to disrespectful behavior with a joke. When the students doesn't respond, the teacher says, "Yo, I'm joking. I need you to stay with me. Student J! With me."
These observations demonstrate the critical attributes of a level 2 (needs improvement).
The teacher asks a student to repeat what another student said. The student responds, "Who cares what she said?" and the teacher does not address this behavior. Separately, one student says to another student, "Shut up," and the teacher does not address the behavior. The teacher talks to one student several times about disrupting the class, but the student does not change her behavior. Throughout the lesson, the teacher has difficulty giving directions and instructing because of students' inappropriate jokes, comments, and loud noises.
These observations demonstrate the critical attributes of a level 1 (unsatifactory).
The teacher asks one student about his soccer game the day before. The teacher asks another student how her audition for a play went. The teacher actively encourages the students and demonstrates sensitivity to students' ages and cultures as he high-fives students, tells them they are geniuses, and says, "Y'all are so smart." Students are highly respectful of one another, listen to one another, and take turns with only brief prompting by each other to raise their hands. Throughout the lesson, the teacher calls all students by name and fairly gives each child an opportunity to share in the discussion. The teacher smiles warmly, and the students and teachers laugh freely.
These observations demonstrate the critical attributes of a level 4 (excellent).
The students are mostly respectful of one another and show respect towards the teacher. The teacher is warm, caring, and friendly, laughing easily with students. The students require some reminders from the teacher to respect their peers by waiting for their turn to speak, raising their hands, and not interrupting. Throughout the segment, the teacher calls students by name and draws sticks from a jar to fairly select students to answer questions. The teacher is polite to students, saying "thank you" and "excuse me." The teacher responds to all disrespectful behavior consistently, respectfully, and with success.
These observations demonstrate the critical attributes of a level 3 (proficient).
Test your knowledge of Domain 2
Elements of 2b
1. Importance of the content

2. Expectations for learning and achievement

3. Student pride in work
2B Activity
Working with a partner, match the critical attributes with the performance levels on the rubric.
Component 2c:
Managing Classroom Procedures
A smoothly functioning classroom is a prerequisite to good instruction and high levels of student engagement. Effective teachers establish and monitor routines and procedures for the smooth operation of the classroom and the efficient use of time. Students work productively in instructional groups even when not under the direct supervision of the teacher, non-instructional tasks are completed efficiently, and management of transitions between activities and of materials and supplies is skillfully done in order to maintain momentum and maximize instructional time. At the highest level of performance, the students themselves contribute to the use of these routines. Because the routines and procedures have been so well established, it might seem like the class "runs itself."
1. Management of instructional groups

2. Management of transitions

3. Management of materials and supplies

4. Performance of non-instructional duties
Students appear to be confused about what to do. Sometimes they call out answers, and sometimes they raise their hands to be called on. The teacher isn't sure who has been up to the board and who hasn't. The teacher frequently has to remind students how to use markers. The students are not able to complete the assignment that was scheduled to be completed during the class time.
The teacher continues instruction while a student enters the room, walks to his seat, and begins work promptly without interrupting the teacher or other students. Students smoothly transition from their desks to the rug.
The students are instructed how to proceed; nonetheless, the teacher stops frequently as she is working with other students to remind individuals what they should be doing. The teacher reminds one student who is standing by the chart to go back to his seat. The teacher says to another student, "I need you to work." The teacher tells a third student twice, "You need to fold as a tri-fold."
The teacher gives students directions, telling them to raise their hands if they have questions, "and I will come around." Students immediately start working, and one student raises his hand. The teacher goes to each student who needs assistance while the others continue to work quietly. At one point, one student assists the student beside him while the teacher is on the other side of the room.
These observations demonstrate the critical attributes of a level 4 (excellent).
These observations demonstrate the critical attributes of a level 1 (unsatisfactory).
These observations demonstrate the critical attributes of a level 3 (proficient).
These observations demonstrate the critical attributes of a level 2 (needs improvement).
In order for students to be able to engage deeply with content, the classroom environment must be orderly; the atmosphere must feel business-like and productive, without being authoritarian. In a productive classroom, standards of conduct are clear to students; they know what they are permitted to do, and what they can expect of their
classmates. Even when their behavior is being corrected, students feel respected; their dignity is not undermined. Skilled teachers regard positive student behavior not as an end in itself, but as a prerequisite to high levels of engagement in content.
1. Expectations

2. Monitoring of student behavior

3. Response to student misbehavior
Teaching depends, fundamentally, on the quality of relationships among individuals: teachers with students, and students with each other These relationships must be positive and supportive. In a respectful environment, all students feel valued and safe, encouraging them to take intellectual risks.
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