Charlotte Danielson, an internationally recognized expert in the area of teacher effectiveness, created The Framework for Teaching, which is comprised of four domains of teaching responsibility (Danielson, 1996). Danielson specializes in the design of teacher evaluation to ensure teacher quality and to promote professional learning. Danielson’s framework is based on large amounts of research, including the Measures of Effective Teaching (MET) project, supported by the Gates Foundation (Bill and Melinda Gates Foundation, 2013). Danielson’s framework also aligns with the Interstate Teacher Assessment and Support Consortium (InTASC), which outlines what a beginner teacher should possess in skills. In addition, it is the underlying set of ideas …show more content…
As part of the Framework for teaching, Danielson suggested 22 components, which are categorized into four domains with various related elements in each domain (Danielson, 1996). Domain 2 of the Framework comprises skills related to interactions that occur in the classroom deemed necessary for effective instruction. Danielson’s Framework in domain 2 aligns with the CCT Rubric at domain 1. Indicator 1a exists within domain 2 of the Framework for Teaching, but for the purposes and focus of the following synthesis, it will be referred to as domain 1 in the CCT Rubric.
The layout of the CCT Rubric presents a broad view of a skilled teacher, who demonstrates each standard in the CCT, which ensures learning, and achievement in the classroom. The CCT Rubric translates to all teachers, regardless of the subject they teach. The notion is, that if teachers can apply their knowledge and increase student learning and development, they succeed to ensure their students also
…show more content…
Carol Gerber Allred (Allred, 2008) describes strategies for improving classroom climate related to learning for the students, while enforcing a set of classroom expectations, informing students of their positive actions, infusing intrinsic motivation, encouraging positive behavior, connecting with students’ families and community, and being positive yourself (Allred, 2008). These strategies align with the attributes described in indicator 1a to foster respect for diversity, establish rapport, promote risk-taking and establish high
In 2010, Charlotte Danielson wrote an article, “Evaluations That Help Teachers”, for the magazine The Effective Educator. The purpose of this article was to explain how a teacher evaluation system, such as her own Framework for Teaching, should and can actually foster teacher learning rather than just measure teacher competence, which is what most other teacher evaluation systems do. This topic is especially critical to decision-making school leaders. Many of the popular teacher evaluation systems fail to help schools link teacher performance with meaningful opportunities for the teachers to reflect on and learn from in order to grow professionally. With the increased attention on the need for more rigorous student standards, this then is an enormous opportunity missed. Students can only achieve such rigorous expectations if their teachers can effectively teach them, and research has shown that teachers who are evaluated by systems that hold them to accountability and provide them for continuous support and growth will actually teach more effectively.
Wallis, Claudia. “How to Make Great Teachers.” Time Online. 13 Feb. 2008. Web. 16 March 2011.
Nelsen, J., Lott, L., & Glenn, S. (2000). Positive discipline in the classroom developing mutual respect, cooperation, and responsibility in your classrooms, 3rd ed. (p. 120). Roseville, Califonia: Prima Publishing.
The job of a teacher is never easy but we have seen how cooperative discipline and enabling students to feel capable, connected and contributing can improve classroom management and maybe even our own moods. If we create an environment of mutual respect and give our students legitimate power of voice and choice in the classroom we will see positive results in improved student behavior and student achievement. Because when our students believe that they can succeed, they will.
Teaching theories are as much part of the classroom as the student and the teacher. The effect individual theories have on an environment depends how they are incorporated within the classroom in addition to the influence they have had on the curriculum construction. This essay will briefly look at how motivation theory, cognitive and social cognitive theory along with constructivism have impacted on education and the classroom.
Lang, H., Evans, D.(2006). Models, Strategies, and Methods for Effective Teaching. USA, Pearson Education Inc.
According to Sapona and Winterman (2002) teachers implementing this model in their classroom include six comp...
With social and emotional skills, a high-quality learning environment that has high-quality classroom structure and rules, commitment to the academic success of all students and high performance expectations, student learning is optimized. Attitudes towards learning, behaviour in and out of the classroom and academic performance have shown improvement with development from quality social and emotional learning that is supported through parent involvement and integrated throughout the entire curriculum.
It is expected that the profession of teaching embraces many qualities of any other professional practice. Teachers must possess a combination of many qualities beginning with a strong academic background and wide-ranging knowledge. The National Framework for Professional Standards for Teaching (2003) it is the knowledge of students, curriculum, subject matter, pedagogy, education – related legislation and the specifically teaching context that is the foundation on effective teaching, and a firm foundation on which to construct well educated judgments.
The teacher was rated using a rubric with specific criteria in four domains including planning and preparation, the classroom environment, instruction, and professional responsibilities (Hillsborough County Public Schools, 2012). Within each of these domains are components which are the performance factors that are relevant to classroom teachers. In domain one the components include: demonstrating knowledge of content and pedagogy, demonstrating knowledge of students, setting instructional outcomes, demonstrating knowledge of resources and technology, designing coherent instruction, and designing student assessments. The components for domain two include: creating an environment of respect and rapport, establishing a culture for learning, managing classroom procedures, managing student behavior, organizing physical space. In domain three the components included are: communicating with students, using questioning and discussion, engaging students in learning, using assessment in instruction, and demonstrating flexibility and responsiveness. There is only one component that was rated for domain four which is reflecting on teaching.
Marzano, R.J. (2007). The art and science of teaching. Alexandria, VA: Association for Supervision and Curriculum Development.
Professional development is critical to success in a teacher’s career. Teachers need to be opened to continuing their education and consistently reflecting on lessons and interactions with students. At the expert stage of teaching, “the teacher’s practice is characterized by fluency, automaticity, and efficiency” (Garmston,1998). In order to achieve this level of teaching practice, the educator must continue to learn new teaching strategies, understand the curriculum, recognize students and their differences, and conduct self-reflections. A teacher who is dedicated to professional development and wanting to improve their teaching, will make a stronger impact on students. I believe that I am in the Proficient level of performance according to the Framework for Professional Teaching Practices (Danielson, 1996).
This paper will identify different definitions of an effective teacher, along with how to assess teachers for being effective. Teacher Effectiveness: Characteristics and Skills of an Effective Teacher. Teacher effectiveness has generated different definitions depending on how it is viewed. Jupp and Education (2009) define effectiveness as “the practical outputs of teachers”. These outputs take place in two different forms, quantitative and qualitative.
Much of what is taken for granted in schools today are the things that will form the foundation for lifelong achievements of students. The imperatives are not only for schools to achieve top GSAT scores or have a group of students transitioning to traditional high schools, but to ensure that all the students that pass through the system are mold, shaped and equipped with the appropriate skills that will prepare them for life. Such skills include the ability to think critically, communicate well and work effectively in a team. If students are taught how to live and work together, they will be able to function harmoniously in a group, (Baker, 2006). A sustainable positive school climate fosters holistic development which is necessary for a productive contributory and sustainable life in a democratic society, (National School climate council, 2013.)
Lyons, G., Ford, M., & Arthur-Kelly, M. (2011). Classroom Management: Creating Positive learning environments. South Melbourne: Cengage Learning.