Earn an excellent rating part 2

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

Flipped
classroom
approaches

Mind
on
assignments
for
students

Student
decision
on
how
to

demonstrate
knowledge
of
lesson
goal

Use
of
group
response
strategies

instead
of
individual
response

strategies

hNp://www.educatorstechnology.com/2013/11/10-‐ways-‐to-‐get-‐students-‐engaged.html

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

•  Arùl
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

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

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?

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.

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

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