Earn  An  “Excellent”  Ra/ng  Part  2  

Dr.  Richard  J.  Voltz,  Associate  Director  Illinois  Associa/on  of  School  Administrators  

Examples  of  Engaged  Teaching  Strategies  

Small  group  work  without  teacher  

Project  based  work  

Flipped  classroom  approaches  

Mind  on  assignments  for  students  

Labs  

Student  decision  on  how  to  demonstrate  knowledge  of  lesson  goal  

Use  of  group  response  strategies  instead  of  individual  response  

strategies  

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3b.  Using  Ques/oning  and  Discussion  Techniques  

Use  open  ended  ques/ons  

Encourage  students  to  ini/ate  higher-­‐order  ques/ons  

Use  wait  /me  to  encourage  (demand)  all  students  to  par/cipate  

Encourage  students  to  ask  ques/ons  

Encourage  students  to  answer  other  student’s  ques/ons  

3b.  Using  Ques/oning  and  Discussion  Techniques  

•  If  the  teacher  is  checking  for  understanding,  try  to  use  whole  group  responses  

•  Discussion  occurs  that  allows  students  to  talk  to  one  another  without  teacher  media/on  

•  Teacher  calls  on  students  who  do  not  volunteer  

Teacher  ac/ons  for  3b.  

•  Teacher  uses  a  variety  of  ques/ons  and  prompts  to  challenge  student’s  intellectually  

•  Students  share  other  students  thinking  •  Students  formulate  ques/ons  •  High  level  of  student  par/cipa/on  in  discussion  

•  Both  students  and  teachers  ensure  all  voices  are  heard  

3a.  Communica/ng  With  Students  

It  is  cri/cal  that  no  content  errors  are  made  when  communica/ng  

with  students.  

Communica/ng  with  students  

Teacher  points  out  possible  areas  of  misunderstanding  

Teacher  states  clearly  what  the  students  will  be  learning  not  what  

they  are  to  do  

Teacher  uses  metaphors  and  analogies  to  explain  content  clearly  

All  students  understand  the  presenta/on  

Teacher  invites  students  to  explain  the  content  

Teacher  ac/ons  for  3a.  

•  Links  instruc/onal  purpose  of  the  lesson  to  student  interests  

•  Explana/on  of  content  is  thorough  &  clear  •  Ar`ul  scaffolding  •  Connec/ng  to  student  interests  •  Expressive  spoken  language  &  wriNen  language  

•  An/cipates  misunderstanding  &  clarifies  

Student  ac/ons  for  3a.  

•  Student’s  respond  to  each  other  •  Student’s  contribute  to  extending  the  content  •  No  confusion  about  procedures  and/or  content  

3d.  Using  Assessment  In  Instruc/on  

Forma/ve  Assessment  

•  Teacher  is  sophis/cated  and  con/nuous  in  monitoring  student  understanding  during  the  instruc/onal  process  

•  Teacher  makes  appropriate  adjustments  as  needed  

•  Feedback  is  specific  and  /mely  •  Students  monitor  their  own  understanding  

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My  Favorite  No  

Summa/ve  Assessment  

•  Students  clearly  understand  what  they  are  to  learn  

•  Teacher  has  a  plan  for  those  students  who  do  not  learn  and  those  who  already  know  

•  Teacher  differen/ates  assessment  •  Teacher  takes  into  account  needs  of  each  student  

•  Feedback  is  provided  for  all  assessments  

Exit  Tickets  

Teacher  ac/ons  for  3d.  

•  Teacher  feedback  is  accurate  and  specific  •  Teacher  adjusts  instruc/on  to  address  individual  student’s  misunderstandings  

•  Teacher  differen/ates  •  Assessment  is  fully  integrated  into  instruc/on  •  Student’s  self-­‐assess  and  monitor  progress  •  Students  are  aware  of  assessment  criteria  •  Students  contribute  to  establishing  the  assessment  criterial  

Domain  2:  Classroom  Environment  

•  2a  Crea/ng  an  Environment  of  Respect  and  Rapport  

•  2b  Establishing  a  Culture  for  Learning  •  2c  Managing  Classroom  Procedures  •  2d  Managing  Student  Behavior  •  2e  Organizing  Physical  Space  

Reward?  

Appreciate  Du/es  of  Others?  

2a.  Establishing  An  Environment  of  Respect  and  Rapport  

•  Teacher  and  students  are  uniformly  respec`ul  to  each  other  

•  There  is  no  disrespec`ul  behavior  •  Teacher  greets  students  as  they  enter  room  and  makes  contact  with  individual  students  when  leaving  the  room  

Teacher  demonstrates  knowledge  and  caring  about  students’  lives  beyond  

school  

Teacher  Ac/ons  for  2a.  

•  Highly  respec`ul  •  Genuine  warmth  &  caring  •  Connects  with  students  as  individuals  •  Uses  humor  •  Uses  praise  

2b.    Establishing  A  Culture  For  Learning  

Have  high  expecta/ons  for  all  students  

What  does  having  high  expecta/ons  for  all  students  mean  

for  you?    

How  do  you  demonstrate  this  in  your  teaching?  

Do  you  ever  think  that  some  students  can’t,  won’t  or  don’t  want  to  

learn?  

Teacher  Expecta/ons  

What  do  you  do  about  it?  

How  will  you  demonstrate  that  you  expect  all  students  to  learn?  

Teacher  Ac/ons  for  2b.  

•  Cogni/vely  vibrant  room  •  High  student  expecta/ons  •  Hard  work  by  students  •  High  quality  of  work  •  Clearly  communicated  purpose  of  the  work  

2c.  Managing  Classroom  Procedures  

Manage  classroom  procedures  well,  no  loss  of  instruc/onal  /me,  

students  help.  2c.  

Teacher  Ac/ons  for  2c.  

•  Instruc/onal  /me  maximized  •  Efficient  use  of  instruc/onal  /me  •  Students  contribute  to  the  management  •  Rou/nes  are  well  understood  

2d.  Managing  Student  Behavior  

No  student  misbehavior,  clear  standards,  

reinforcement  of  posi/ve  behavior.  2d.  

Teacher  ac/ons  for  2d.  

•  Monitoring  of  student  behavior  is  subtle  &  preven/ve  

•  Response  to  student  misbehavior  is  sensi/ve  to  individuals  

•  Teacher  respects  student  dignity  •  Student  behavior  is  en/rely  appropriate  •  Students  take  ac/ve  role  in  monitoring  own  behavior  

Domain  1:  Planning  and  Prepara/on  

•  1a  Demonstra/ng  Knowledge  of  Content  &  Pedagogy  

•  1b  Demonstra/ng  Knowledge  of  Students  •  1c  Sekng  Instruc/onal  Objec/ves  •  1d  Demonstra/ng  Knowledge  of  Resources  •  1e  Designing  Coherent  Instruc/on  •  1f  Designing  Student  Assessments  

1a.  Demonstra/ng  Knowledge  of  Content  and  Pedagogy  

1b.  Demonstra/ng  Knowledge  of  Students  

Their  special  interests  

How  will  you  demonstrate  this  so  your  administrator  

knows?  1b.  

Sekng  Instruc/onal  Outcomes  

1c.  

How  will  you  demonstrate  to  your  administrator  what  the  student  

learning  will  be?      

Do  student  outcomes  have  aNainment  measures?  

   Are  they  differen/ated  by  learner?  

1c.  

Lesson  Planning  •  Have  a  specific,  measurable,  skill  orientated  learning  goal.  

•  Do  Now  –  Peak  student  interest  with  ac/vity  •  Mini  Lesson  –  Key  concepts  for  lesson  •  Teacher  Guided  Prac/ce  –  modeled  by  teacher  •  Independent  Prac/ce  –  for  students  to  apply  new  concepts  and  skills  

•  Student  reflec/on  and  closure  •  Teacher  reflec/on  •  Assess  student  mastery  

Is  the  student  learner  objec/ve  posted  somewhere  in  the  room?  

1d.  Demonstra/ng  Knowledge  of  Resources  

1e.  Designing  Coherent  Instruc/on  

•  This  component  is  the  heart  of  planning  and  prepara/on.  

•  Students  learn  because  of  what  they  do,  not  what  the  teacher  does.  

•  How  are  students  engaged?  •  Appropriate  to  the  learning  needs  of  the  students.  

•  Everything  supports  student  learning.  

Domain  4:  Professional  Responsibili/es  

•  4a  Reflec/ng  on  Teaching  •  4b  Maintaining  Accurate  Records  •  4c  Communica/ng  with  Families  •  4d  Par/cipa/ng  in  a  Professional  Community  •  4e  Growing  and  Developing  Professionally  •  Showing  Professionalism  

In  Domain  4,  how  are  you  going  to  demonstrate  for  the  evaluator  that  

you  have  met  the  Danielson  essen/al  indicators?  

4a.  Reflec/on  on  Teaching  

Do  you  engage    

in    reflec/on    about  your    teaching?  

We  learn  by  thinking  

about  what  we  do.  

Reflec.ve  ques.ons      

“If you had a chance to do it over, would you do it the

same or differently?”

• What do you want students to know and be able to do? • How will you know if students

know and are able to do it? • What will you do with students

who do not get it? • What will you do with students

who already know it?

4b.  Maintaining  Accurate  Records  

•  Systems  are  streamlined,  efficient  and  clear.  

•  Grade  Book,  student  progress,  mastery  of  standards  

•  Students  want  teacher  to  keep  accurate  records,  students  can  be  involved  with  this  process.  

•  Also,  non-­‐instruc/onal  records  such  as  signing  up  for  field  trips,  inventory.  

4c.  Communica/ng  with  Families  

4c.  Communica/ng  with  Parents  

•  Parents  need  to  know  the  instruc/onal  program  in  the  schools.  

•  NewsleNers  or  communica/on  to  the  home.  •  Parents  want  to  know  how  their  own  children  are  doing  in  school.  

Families  

•  Teacher  communicates  with  families  on  a  regular  basis  

•  Students  develop  materials  to  share  with  parents  about  what  is  happening  in  class  

•  Teacher  maintains  accurate  records  •  Students  maintain  their  own  records  and  share  with  families  

4d.  Par/cipa/ng  in  a  Professional  Community  

PLC  

•  Teacher  regularly  par/cipates  and  leads  professional  discussions  

•  Teacher  has  suppor/ve  and  collabora/ve  rela/onships  with  colleagues  

•  Teacher  volunteers  

Other  aNributes  excellent  teachers  exhibit  

Great  teachers  truly  love  children!    

Great  teachers  are  masters  at  classroom  management    

Great  teachers  are  intelligent  people  who  possess  a  thorough  understanding  of  their  subject  

maNer    

Great  teachers  understand  that  they  are  actors  on  a  stage    

Great  teachers  are  posi/ve,  kind,  compassionate,  pa/ent  people    

Great  teachers  do  not  allow  their  personal  problems  to  bleed  into  

their  teaching    

Great  teachers  are  problem  solvers    

Great  teachers  don’t  endure  change;  rather,  they  ensure  it  —  not  simply  for  

the  sake  of  change,  but  for  the  beNerment  of  teaching  and  learning    

Great  teachers  have  a  sense  of  humor,  and  they  share  it  daily  with  

their  students    

Great  teachers  con/nually  strive  to  make  learning  fun,  relevant,  interes/ng,  challenging  and  

engaging    

Great  teachers  recognize  the  importance  of  establishing  posi/ve  rela/onships  with  their  students    

Great  teachers  have  high  expecta/ons  of  all  students  and  truly  believe  that  every  student  

can  succeed