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
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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
McTighe, J. (2010). Understanding by design and instruction. Defining the role of the classroom teacher. In R. J. Marzano (Ed.), On excellence in teaching, (pp. 270-299). Bloomington, IN: Solution Tree.
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.
In my classroom I plan to have positive guidance strategies to help children develop self-control, assist them in making the right decisions, and encourage them to take responsibilities for their actions. An indirect form of guidance that I plan to apply in my classroom is establishing a positive classroom environment. A positive classroom environment will provide my students with a found...
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.
Through exploring multiple learning theories and reflecting on my own teaching beliefs, I have developed my own theory of learning. As I developed my theory, I wanted to consider what it takes to be a highly effective teacher. An effective teacher must have mastery of instructional strategies, classroom management, classroom curriculum design, and use assessments as feedback (Laureate Education, 2010a). By using a variety of instructional strategies, teacher’s can meet the learning styles of all the students in the classroom. Effective classroom management can lead to students feeling safe and more willing to take risks. When a student feels comfortable to take risk, then learning will increase and the students’ confidence will grow. Classroom management also creates order in the environment, which will allow effective learning to occur. By understanding curriculum, the teacher can target skills and causes learning to take place. Teachers need to deliberately plan lessons around standards and specific goals based on curriculum and the school’s mission (Marzano, 2010). Assessments need to be use to guide instruction and used as a “method for improvement and mastery,” (Marzano, 2010). While determining my own theory of learning, I believe that I need to consider what effective teachers demonstrate in the classroom.
The positivity climate will create a positive and safe climate for all stakeholders specifically the students. Our students feel safe and secure enough to participate in class and engage in all course work because they know that our educational institutions main priority and focus is on their success. I have seen over the past couple of years several of our at risk students come out of their shells per say and want to participate in class discussions and complete their course work. This hasn’t always been the case. Most of our at risk students end up dropping out or missing several days of school throughout the year and don’t give themselves the opportunity to be
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.
Everyone knows that when it comes to making a difference in a child’s academic and life achievements, their teachers play a large role. A teacher’s ability to relate to their students, and teach them to achieve both socially and academically contributes to how effective they are. What does it mean to be an effective teacher? Overall there seems to be an emphasis on teacher effectiveness related to how well their students are performing on standardized testing. As teachers we know there is more to being an effective teacher then just teaching our students based on tests. This paper will identify different definitions of an effective teacher along with how to assess teachers on being effective.
Toch, T. (n.d.). Membership. educational leadership :expecting excellence: fixing teacher evaluation. Retrieved November 8, 2013, from http://www.ascd.org/publications/educational-leadership/oct08/vol66/num02/Fixing-Teacher-Evaluation.aspx
This semester I have grown in so many different areas from my professional knowledge to academically challenging environment. I have been given so many opportunities to grow in my knowledge through first hand experiences and learning through advice and guidance from my college professors, supervisor, collaborative teacher, and so many more that I have been surrounded by the past couple of months. One of the areas I believe I have grown the most in is how to create and maintain a positive learning environment. The classroom environment is very important to student learning. The key features of creating a positive learning environment include the physical arrangement of the classroom, discipline and routines, organization of learning activities,
The environment that we are in contributes greatly to our educational experience. Environment can affect mood, energy, effectiveness, and motivation, which can in turn affect how students learn and how much they learn. Students are in the classroom for a majority of their day and even lives, therefore it is important that they are not only comfortable physically but that teachers take time to consider how class should be taught. Teachers should make sure that their lessons are interactive, thought provoking, and positive because these elements can aid in students’ education.
In response to the increased interest in teachers’ professional competencies, teacher educators and educational researchers have paid particular attention to the issues on how to help pre-and in-service teachers have such an integrated body of knowledge and, by extension, how to ensure whether teachers are armed with to such competencies from the training and/or programs. In particular, evaluating teacher competencies and the quality of teaching have been paid greater attention to all of education communities coupled with the current accountability policies and initiatives. Many teacher education programs, organization, and teacher education researchers have developed evaluation models and systems to measure the teacher knowledge and skills (e.g., National Board for Professional Teaching Standards, National Education Association). Yet, they are by and large based on the individualistic approach to assessment practice, meaning that the central focus of assessment is on the extent to which an individual
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.
David (1991, p.39) stated, “Teaching must change from dispensing information and rewarding right answers to creating activities that engage students’ minds and present complex problems with multiple solutions.”. By applying CBT to take advantage of the potential of CBT, professors have more time to track the activities of each participant, presenting complex material in class and expect more from students(OTA, 1988).