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Overview of Framework for Teaching August 2013

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Shanay Wheeler

on 10 June 2016

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Transcript of Overview of Framework for Teaching August 2013

Domain 3 Instruction
Overview of Framework for Teaching (FFT)
What is A Framework for Teaching
Research-based components of instruction
Provides all stakeholders with a clear understanding of exemplary teaching
Creates opportunities for administrators and teachers to hold collaborative conversations around classroom instruction.
Provides a way for teachers to receive feedback based on factual evidence captured during the classroom observation.
4 Domains, 8 Components, 26 elements (for PGCPS)
Ratings are Unsatisfactory, Basic, Proficient, and Distinguished
Domain 1 & 4 are "off stage"
Domain 2 & 3 are "on stage"

The Wisdom of Practice
If your were to walk into a classroom, what might you see or hear there (from the students as well as the teacher) that would cause you to think that you were in the presence of an expert?

What would make you think, "Oh, this is good; if I had a child this age, this would be the class I would hope for."

Show me the Evidence!
PGCPS Lessons Learned
The observation process has proven to be beneficial, however, it takes a lot of time to successfully complete the process in its entirely.
Adjustments have been made to streamline the FFT Process
1. Evolution of the role of the FFt Facilitator to that of a Professional Development Teacher (PDLT)
2. Newer Forms
a) self-Assesment; b) Professioinal growth goals; and c) Domain 1 & 4 are dual entry forms and completed by teacher
3. Transitionto Component Level Rubric
4. Return of DTA and 5E's Lesson Planning
5. PD 360 tool

Workshop Objectives
Warm-up: Framework For Teaching Interview (10 min)
Introduction: Overview of the Framework for Teaching (10 min)
Practice: Collection of Evidence (20 min)
Q/A (5 min)
Framework For Teaching Interview
For this activity, you will interview the person sitting next you and fill out a Framework For Teaching Resume on the following items (7 minutes):
We will discuss a few of your findings after you interview each other (3 minutes)
Domain 1
Planning and Prep
Social Studies
1c-Establishing Instructional Outcomes
Value , Sequence, & Alignment
Aligned to standards
Part of a bigger picture, previous lesson
Represents high expectations and intellectual rigor
Objectives use measurable verbs
Clearly stated learning goals and can be assessed
Among different types of learning (listening, discussion, writing, drawing, presenting, grouping, etc)
Suitability for Diverse Learners
Instruction is adjusted to accomodate diverse learners
1e- Designing Coherent Instuction
Learning Activities
Suitable to students and instructional outcomes
Signficant cognitive challenge
Differentiation for students
Instructional Materials
Suitable for students
Support the instructional outcomes
Designed to engage students in meaningful learning
Instructional Groups
Varied as appropriate
Lesson and Unit Structure
Clearly defined structure (DTA, 5Es)
Time allocations are reasonable
Topics are connected
Time for closure and student reflections
Domain 2
The Classroom Environment
2b- Establishing a Culture for Learning
Importance of Content
Atmosphere in class reflects importance of work
Everyone engage in pursuits of value
High Energy
Expectations for Learning and Achievment
safe environment for taking risks
students put forth effort
Good ideas are valued
Teacher has confidence in student abilities
Student Pride in work
Student work is displayed
Accountable talk (students and teachers)
Students explain work to others
students value learning and hard work
2d- Managing Student Behavior
Standards of conduct set/posted
Clear consequences
Consistency applied
Routines/procedures established
Teacher refrain from losing temper
Monitoring of Student Behavior
Self monitoring by students
Teacher aware of what is going on "eye in the back of the head"
Response to Misbehavior
Reflects established behavior plan
Proximity of teacher
Consequences based on student behavior, not on the student
3b- Using Questions & Discussion Techniques
Quality of Questions
Invite students to formulate hypothesis
Make Connections
Challenge previously held views
Promote student thinking/teachers probe student responses
High level rather than low level
Discussion Techniques
Discussion student lead
Teacher not the center of the discussion
Requires student analytical thinking
Teacher encourages comments on others answers and requests further elaboration
Student Participation
All students engaged
All students are drawn into the conversation
Students themselves ensure high levels of participation
3c- Engaging Students in Learning
Activities and Assignments
Active student learning-mental engagement
Students making contributions
Students are intellectually engaged
Students challenged to think broadly and deeply
Students solve problems
Grouping Students
Large (whole class, small, pairs, triads, etc)
Should reflect whay teacher is trying to accomplish and should serve that purpose
Instructional Materials/Resources
Suitable and enhance learning for students
Needed for outcome/engagin for students
Structure and Pacing
Students know where they are in the structure
There is a structure to guide the lesson (warm-up, beginning, middle, end, and closure)
Pacing is appropriate to students and content
Students don't feel rushed or too much lag time
Domain 4
Professional Responsibilities
4a- Reflecting on Teaching
Teacher makes critical reflection of lesson effectiveness
Teacher takes steps to improve lesson
Teacher considers if lesson outcomes were met and if lesson worked
Can cite examples to support judgement
Use in Future Teaching
Teacher makes specific suggestions of how to improve lesson
Teacher offers specific actions with probable level of success
4c- Communicating with Families
Information about the Instructional Program
Informs families how class is run
Uses a communication strategy: web page, newsletter, back-to-school night, email, etc
Information about Individual Students
Parents should feel invited and encouraged to contact the teacher any time
Inform parens of academic and social progress
Communicates honestly with parents
Responds to parent concerns
Engagement of Families in the Instructional Program
Teacher's efforts are frequent and successful
Students contribute ideas for projects that could be enhances by family participation
August 2013
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