Danielson Rubric 1c. Setting Instructional Outcomes

Over the coming weeks, we will be sharing information about the Danielson Evaluation Rubric.

Twice a week, we'll highlight a different indicator, explain it's components, share differences between excellent and proficient ratings, and end with ideas for artifacts and questions for reflection.

Domain 1: Planning and Preparation
1c. Setting Instructional Outcomes

The elements of component 1c are:

Value, sequence, and alignment

Outcomes represent significant learning in the discipline reflecting, where appropriate, the Common Core State Standards.

Clarity

Outcomes must refer to what students will learn, not what they will do, and must permit viable methods of assessment.

Balance

Outcomes should reflect different types of learning, such as knowledge, conceptual understanding, and thinking skills.

Suitability for diverse students

Outcomes must be appropriate for all students in the class.

Indicators include:

Outcomes of a challenging cognitive level

Statements of student learning, not student activity

Outcomes central to the discipline and related to those in other disciplines

Outcomes permitting assessment of student attainment

Outcomes differentiated for students of varied ability

Excellent Rating:

All outcomes represent high-level learning in the discipline. They are clear, are written in the form of student learning, and permit viable methods of assessment. Outcomes reflect several different types of learning and, where appropriate, represent both coordination and integration. Outcomes are differentiated, in whatever way is needed, for individual students.

Proficient Rating:

Most outcomes represent rigorous and important learning in the discipline and are clear, are written in the form of student learning, and suggest viable methods of assessment. Outcomes reflect several different types of learning and opportunities for coordination, and they are differentiated, in whatever way is needed, for different groups of students.

Suggestions for Artifacts:

• Unit Plan
• Activity or Assignment

Questions to consider for reflection:

1. To which part of your curriculum does this relate?
2. How does learning fit in the sequence of learning for this class?
3. Briefly describe the student sin this class, including those with special needs.

Danielson Rubric 1b: Demonstrating Knowledge of Students

Over the coming weeks, we will be sharing information about the Danielson Evaluation Rubric.

Twice a week, we'll highlight a different indicator, explain it's components, share differences between excellent and proficient ratings, and end with ideas for artifacts and questions for reflection.

Domain 1: Planning and Preparation:

1b. Demonstrating knowledge of students

The elements of component 1b are:

Knowledge of child and adolescent development

Children learn differently at different stages of their lives.

Knowledge of the learning process

Learning requires active intellectual engagement.

Knowledge of students’ skills, knowledge, and language proficiency

What students are able to learn at any given time is influenced by their level of knowledge and skill.

Knowledge of students’ interests and cultural heritage

Children’s backgrounds influence their learning.

Knowledge of students’ special needs

Children do not all develop in a typical fashion.

Indicators include:

• Formal and informal information about students gathered by the teacher for use in planning instruction
• Student interests and needs learned by the teacher for use in planning
• Teacher participation in community cultural events
• Teacher-designed opportunities for families to share their heritages
• Database of students with special needs

Excellent Rating

The teacher understands the active nature of student learning and acquires information about levels of development for individual students. The teacher also systematically acquires knowledge from several sources about individual students’ varied approaches to learning, knowledge and skills, special needs, and interests and cultural heritages.

Proficient Rating

The teacher understands the active nature of student learning and attains information about levels of development for groups of students. The teacher also purposefully acquires knowledge from several sources about groups of students’ varied approaches to learning, knowledge and skills, special needs, and interests and cultural heritages.

Artifacts

• Unit Plan
• Activity or assignment
• Communication with families
• Interaction with individual students during observation

Questions for Reflection

1. How do you become familiar with your students’ individual interests and cultural backgrounds? ( interest inventories, parent surveys about child, attendance to student events)
2. Describe how you establish and implement important classroom routines and procedures. (Materials, transitions, routines)

Danielson Rubric 1a: Demonstrating knowledge of content and pedagogy

Over the coming weeks, we will be sharing information about the Danielson Evaluation Rubric.

Twice a week, we'll highlight a different indicator, explain it's components, share differences between excellent and proficient ratings, and end with ideas for artifacts and questions for reflection.

Domain 1: Planning and Preparation:

1a. Demonstrating knowledge of content and pedagogy

The elements of component 1a are:

Knowledge of content and the structure of the discipline

Every discipline has a dominant structure, with smaller components or strands, as well as central concepts and skills.

Knowledge of prerequisite relationships

Some disciplines—for example, mathematics—have important prerequisites; experienced teachers know what these are and how to use them in designing lessons and units.

Knowledge of content-related pedagogy

Different disciplines have “signature pedagogies” that have evolved over time and been found to be most effective in teaching.

Indicators include:

• Lesson and unit plans that reflect important concepts in the discipline

• Lesson and unit plans that accommodate prerequisite relationships among concepts and ski
• Clear and accurate classroom explanations

• Accurate answers to students’ questions

• Feedback to students that furthers learning

• Interdisciplinary connections in plans and practice

Excellent Rating

The teacher displays extensive knowledge of the important concepts in the discipline and how these relate both to one another and to other disciplines. The teacher demonstrates understanding of prerequisite relationships among topics and concepts and understands the link to necessary cognitive structures that ensure student understanding. The teacher’s plans and practice reflect familiarity with a wide range of effective pedagogical approaches in the discipline and the ability to anticipate student misconceptions.

Proficient Rating

The teacher displays solid knowledge of the important concepts in the discipline and how these relate to one another. The teacher demonstrates accurate understanding of prerequisite relationships among topics. The teacher’s plans and practice reflect familiarity with a wide range of effective pedagogical approaches in the subject.

Suggestions for Artifacts:

• Unit Plan
• Activity or Assignment
• Show expertise during observation

Questions to consider for reflection:

How did you become knowledgeable about the subject and how did you determine the best practice?

Tweet Us at #WeAreSBEA

SBEA teachers are nothing short of amazing, and we'd love everyone to share the super cool things they are doing in their classrooms ever day. Imagine if everyone tweeted once a day to a common hashtag - we could all share in the joys of one another's classrooms around the district!

And...wouldn't you love a cup of coffee on SBEA? We are running a 20 week Twitter campaign and giving away a $5 gift card every week!

To participate, simply Tweet the awesomeness that is happening in your classroom to #WeAreSBEA. Once a week, a winner will be selected at random, and a few days later, you'll receive a Starbucks card from SBEA.

We can't wait to share in the joys of (your) teaching!